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"n ‘3. .." .3 :‘x;',§‘ 3'. . ' m . l "' é?nj+¢3§.% ‘ .. . 1‘ 'v" ‘ ' ‘73”? A3... ., ._ WV! . A " "'v*:~'.:t-:-‘-..,. v .. .' “‘lyzfiv "-‘ ' .9‘.3‘»..+.' ' ""' “'59. L. . ' usiY’Si‘é‘és-fi‘fl‘Y-‘H .-. 3 ~-- 937.." 'pg'y?“ r "vii . a ' . u w... ‘ n: - ... ,9. v 4v: ngwwfigg ”53‘ ' '1’. aw fl » . u . ~33!- , 6‘2: ‘ n - - u mfigcgca: " ‘ v,“ I] v(, {c .‘. 8,15 ." {Puki'z v. n . ' o - I" ‘n r. "EN“ .5‘- '_.’ {- Jf‘~ ‘ - . .18;— \ 3-1” H, “ ‘ "a?“ -h-o“§'."<‘ q'u l.u " ‘ rte-en v n y," ”uf‘ V "305's .‘ t' ‘ “)4“ L h tit' Fair}? :éi"“ah'id8:l‘ 62%;". . .- '2’; 3%... V. (v ' “4W4 “$.10 ‘ ".lvu ., .x,‘_,. . fl: \‘ 4 '1‘..." .‘r n. - m LIBRARY Michigan State University This is to certify that the I thesis entitled COLLEGE STUDENTS' EXPECTATIONS ABOUT INTERNSHIPS IN RELIGIOUS EDUCATIVE ACTIVITIES presented by Richard C. Muzik has been accepted towards fulfillment of the requirements for PhD degree in Sec Ed & Curr \VT/QQQ CAM Major professor 93:71 WMAAW (CHE 0-7639 OVERDUE FINES ARE 25¢ PER DAY PER ITEM Return to Book drop to remove this checkout from your record. R“, E 1:”? 3, mm! W chgg :7, .‘I’i 1.9 1 ‘Q d it lllr n!" COLLHE S'IUDENI'S' ECPBC'MTIONS AMT INI'ERNSIIPS . ' .-‘~ , IN RELIGIOUS mum ACTIVITIES = . ‘ ‘1 ‘ ‘ By Richard Charles Muzik 332.133 :2 r: ,1 51min!“ ,3. 69"~’"‘“3“ A DISSERTATION - ’ __“1 r7: ("i If , - ~- Submitted to Michigan State University this pain: fuiflnmt of the Wet» , for the degree of r ‘§._'.;,'_.'L‘; ‘ q’s-lm‘l’ml Wmmmm ER): xvi; , :11”: ,..;tg...9; . ; : :3”. mendery- Mum. and ' «mam» :33 W IHSr‘W -z~ ; V3.11" (“whoop> ABSTRACT COLLEGE STUDENTS' EXPECTATIONS ABOUT INTERNSHIPS IN RELIGIOUS EDUCATIVE ACTIVITIES BY Richard Charles Muzik Purpose of the Study This research study inquired about the kinds of expectations student interns have for planned field-based experiences as part of a curriculum structure in liberal arts education. The study also identu ified the intensity of the student expectations, the source of the expectations and the effects curricular and co-curricular activities have on student achievement of their expectations. The results of the study contributed to the educative task of preparing students for pre- service learning and for career development. Design and Methodology This exploratory study surveyed student interns preparing for religious and social work occupations. A "quota" nonprobability sampling technique was employed. The student sample focused primarily on student interns preparing fbr religious occupations. A comparative study was conducted with social work majors in order to identify any substantial differences or congruencies between student interns preparing for other types of work in human development and service. Richard Charles Muzik The interview technique was used as the study's primary instrument for eliciting and recording the data. The interview pro— cedure required a "semi-standardized" interview with a ”funnel effect" for asking "open—to-close" questions. The data were subject to a con- tent analysis procedure that partitioned, coded and provided qualifi- cation and quantification measures for the student responses. The Coefficient of Interrater Agreement for categorizing the student responses was found to be .94. Conclusions The results of the content analysis indicated the following conclusions: 1. Christian education and social work interns participating in planned field-based experiences have expectations for learning how to help and relate with people; learning about and adjusting to the field environment; learning how to apply one's formal training; developing one's professional competencies and personality traits; and gaining experience for academic and career decision-making. 2. The student interns were fairly optimistic about achieving their expectations. 3. The student interns reported that the "source" of their expectations was based on personal needs and values, past experience, influence of others, societal needs, academic stimuli, religious commitment, professional development, career goals and job expectations. Richard Charles Muzik 4. There were very few substantial, qualitative differences in the kinds of responses reported by student interns preparing for religious or social work occupations. 5. The Christian education and social work post-interns reported more unresolved and unrealistic expectations than the pro-interns. 6. Curricular and co-curricular activities influence student achievement of their expectations. 7. The student interns indicated that there is a need for curricular improvement in the areas of professional and personal development, field orientation, field super- vision and career decision-making. Recommendations Seven hypotheses were formulated from the study that need further empirical testing. Suggestions were presented for the design of two standardized instruments: one instrument that would sample a larger body of student responses related to the findings of this study, and another instrument that would help Christian education and social work majors in identifying appropriate field work opportunities that relate to their career interests. Further investigation needs to be done regarding the effects personality differences, levels of readiness, motivation, coping abilities, learning style preferences, personal values, beliefs and attitudes have on student achievement of their expectations. The study also suggested' major curricular improvements for Christian Education and Social work internship programs. DEDICATION TO MY ENMILY For their love, patience and continual support Who encouraged me during the long hours of labor? My wife and loyal companion -- Ivy. She was always there with words of encouragement when the task seemed impossible. Her faith and life were the cornerstones of my determination to finish such a high calling. She certainly deserves the coveted PhT degree (Putting Hubby Through). Who caused me to take those needed breaks from the fas- cinating world of ideas and statistics? My son -- Jeff. Those immortal words still ring loud and clear: "Com'mon daddy... let's play!" Children sure have a way of balancing life. One evening Jeff crawled up into my lap and demanded, "Dad, read me your book." (What do you say to a six year old?) Finally, who wondered at it all? Our parents -- Mr. and Mrs. Michael Muzik and Mr. and Mrs. Morris Fockler.. Their prayers and sacrificial giving on our behalf provided the nec- essary sustenance to move forward. Their lives taught us the dignity of hard work and discipline. 11 ACKNOWLEDGMENTS Probably the hardest and yet the most enjoyable task in writing a dissertation is the acknowledgment page. The thoughts and years of experience bound within these pages are the efforts of so many creative and dedicated people -— mentors, advisors, typists, friends, loved ones and the writings of skilled educators and researchers. To these folks this author is deeply indebted for the fruits of this labor. Words hardly express the deep gratitude one feels for their contribution. Through the maze of many hours of reading, a thought comes to mind that summarizes my pilgrimage in the field of knowledge: "Those who run too fast into the future, sometimes trip over the present." During the past six years, one person in particular, has taught me the value of these words, Ted Ward. His persistence has caused me on sev- eral occasions to stop and take stock of my life and work. His constant prodding as mentor and committee chairman taught me how to unlearn, re- learn and learn in the science of inquiry. His insistence for quality work and high standards has both inspired me and enriched my life as an educator. The development of this manuscript would not have been possible without the corporate efforts and constructive suggestions provided by the members of the dissertation committee. The kind and gentle spirit of Charles A. Blackman helped ease the anxiety felt during the final stage of writing. The gracious manner in which he motivates students to refine their work is an art to behold. The perceptual abilities of Norman T. Bell more than once kept the focus of the study on the key issues. His wit and warm sense of iii humor was much appreciated, especially during the tedious task of anal- yzing the data. His ability to simplify some of the most difficult concepts in educational research will be long remembered. While fulfilling the course requirements at MSU, it was my good fortune to have the opportunity of assisting William A. Herzog in one of his courses. His sensitivity and understanding of the needs and interests of his students marked him as a professor who cared. His insights gave me a deeper appreciation for teaching. During the past four months, Dr. Herzog has continued in his commitment to help give direction to my professional development by serving as acting chairman of the dissertation committee. His dedication, coupled with the patience, standards of academic excellence and invaluable advice shared by the other committee members, has modeled for me a true understanding of what it means to be a teacher. A special word of appreciation is extended to the following people who provided their expertise and resources on my behalf: John S. Duley, MSU professor and member of the CAEL board of directors, for his initial guidance of my interest in the field of experiential educa- tion; Charles Bromley, professor at Indiana Vocational Tech, who assisted me in the content analysis of the data; and professors Marilyn McQueen and John Wallace, Social Work Department at Taylor University, who cri- tiqued the data and offered valuable suggestions for the conclusions of this study. Marilyn and John took time from their teaching schedules to assist in the student interviews. I am also indebted to the follow- ing seniors who volunteered their time and resources during the last month of their career at Taylor to conduct the interviews: Karel Dunlap, Diane Fox, Dennis Norton, Mary Rupp, Beth Shaw and Peggy Skinner. iv " V . o < V“ ‘ 'Ffi. _ , F‘.‘."‘V4'—W—~— ‘ Another group of people who worked behind the scenes typing, '1" proofreading, laying out charts and graphs, coding data and keeping‘gr ie»0nfschedu1e were:. Ramona Brooks, Lisa McCain, JoEllen Nelson and.' Reneezflorton. Last, but not least of all, are the students in the Chris- tile Education and Social Work programs who shared their hopes, concerns and suggestions-for the improvement of their education.and.the education of others who will follow in their footsteps. 31 *2 1c 3; " g 1.: 1*! sample z-s. 4791;: r; . . . . . . . . ' (11-1 ‘ ~ . p , a? new: Prone-om: . . . . . -. . . . . . . . '2. A -_ ' ' . _ ,‘ '. . P - v :0 \ "‘l‘) I TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . ix LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . x Chapter I. INTRODUCTION . . . . . . . . ,,. . ... . . . . . . . 1 Background of the Study . . . . . . . . . . . . . . 1 Problem Statement . . . . . . . . . . . . . . . . . 4 Assumptions . . . . . . . . . . . . . . . . . . . . 6 Purpose and Significance of the Study . . . . . . . 8 Research Questions . . . . . . . . . . . . . . . . 8 Scope and Delimitations of the Study . . . . . . . 9 Definition of Important Terms and Phrases . . . . . 13 Summary . . . . . . . . . . . . . . . . . . . . . . 14 II. REVIEW OF LITERATURE . . . . . . . . . . . . . . . . 16 Experiential Modes within Formal Education . . . . 16 Role Characteristics of Interns . . . . . . . . . . 19 Role Characteristics of Faculty Member . . . . . . 21 Role Characteristics of the Field Supervisor . . . 23 Role of the Liberal Arts Institution . . . . . . . 24 Factors Influencing Student Intern Expectations . . 26 Student Stated Expectations . . . . . . . . . . . . 38 Summary . . . . . . . . . . . . . . . . . . . . . . 41 III. RESEARCH DESIGN AND METHODOLOGY . . . . . . . . . . . 42 Description of Population . . . . . . . . . . . . . 42 Method for Sample Selection . . . . . . . . . . . . 49 Interview Procedure . . . . . . . . . . . . . . . . 54 Chapter I Page Instrumentation . . . . . . . . . . . . . . . . . . . . 56 Validity Concerns . . . . . . . . . . . . . . . . . . . 59 Reliability Concerns . . . . . . . . . . . . . . . . . 60 Pro-interview Tasks . . . . . . . . . . . . . . . . . . 60 Interviewer Feedback . . . . . . . . . . . . . . . - - 62 Procedure for Content Analysis . . . . . . . . . . . - 53 Summary ... . . . . . . . . . . . . . . . . . . . . . . 65 IV. FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . 66 Introduction . . . . . . . . . . . . . . . . . . . - - 65 Analysis of Student Stated Expectations . . . . . . . - 68 Analysis of Student Priority Expectations . . . . . . . 86 Analysis of Curricular and Co—curricular Effects on Student Priority Expectations . . . . . . . . . . - . 102 Analysis of Unresolved and Unrealistic Expectations 115 Summary . . . . . . . . . . . . . . . . . . . . . . . 119 V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . . . . 121 Conclusions and Discussion . . . . . . . . . . . . . . 123 Recommendations . . . . . . . . . . . . . . . . ... . . 138 Appendix A. INTERVIEW FORMS . . . . . . . . . . . . . . . . . . . . . 146 Interviewer's Instructions . . . . . . . . . . . . . . 146 Interviewer's Guide . . . . . . . . . . . . . . . . . . 147 Interview Instrument (Type A 8 B) 148 e e o a e e o e e e e Interview Appointment Sheet . . . . . . . . . . . . . . 15$ B. RATER'S FORM FOR EXPECTATION CATEGORIES All) DESCRImRs 'I ‘ O I .. VI‘ .031 f . O O I l O O I O O O D O I 15‘ ..A..»I c. FIwREs Ctl - COSI I O O I C C O I D U . O C O O O U 157 TIDIDIBLIW................‘.J.......(~339209 D I C ' 3.! Correl.::~. ; .a-Ta‘ . :‘ erthn; ‘1 T. Lri0< . . . 45 '9 35:10" ' ' ' ‘1 ‘ ‘ ‘5 3.3 student ‘ 5. ‘el Eldwa‘3fu . . ‘ ‘ ’ u . ....A ’ Flp”.7 . e 73 ‘.2 ‘szu . .1 1 ..." :; 13L x ‘ . . . 83 L3 Swarm; (5" . is ' , . . '7 we in? . sn‘ I'rv-~‘.':- :-~.;. . . . . . , 91 ..‘ Sulrrnrg' . . , . r:- > - 2 M ; -n.‘~s «'r :1- CE Fest .7.;: s . . . . . . 94 SUFPIIV 01‘ P' ; t" 1) V." ". ' 9:; ..J-i > 35 i")? SH P'cst-in'eru: . . . . . . . . . . . . . . 97 LIST OF TABLES Table ' Page (I! H Correlation of CE and SW Majors' Learning Style Modes 45 3.2 1977-78 Student Interns . . . . . . . . . . . . . . . . . . 51 3.3 Student Intern Interview Ratio . . . . . . . . . . . . . . 52 3.4 Total Intern Interviews . . . . . . . . . . . . . . . . . . 53 4.1 Summary of Category Responses for Student Stated _ .j " , Expectations 0 O I I O O I I O I I I l I I O I O I O I O I 73 4.2 Summary of Priority Expectation Responses for CE Pre— interns . . . . . . . . . . . . . . . . . . . . 83 4.3 Summary of Priority Expectation Responses for SW Pre- interns . . . . . . . . . . . . . . . . . . . . 91 4.4 Summary of Priority Expectation Responses for CE Post-interns . I s e u e e n e e e e I e e e e e e e e 94 4.5 Summary of Priority Expectation Responses for SW Post- int ems l O I U I I C I 0 O I O O I l O I I 97 ix LIST OF FIGURES Figure . Page 2.1 Typology of Experiential Education . . . . . . . . . . . . 17 3.1 Comparison of CE and SW Majors' Occupational Interests . . 44 4.1 Range of Intensity Level Scores for "Interpersonal" Expectations . . . . . . . . . . . . . . . . . . . . . . 77 4.2 Range of Intensity Level Scores for "Field Environment" Expectations . . . . . . . . . . . . . . . . . . . . . . 78 4.3 Range of Intensity Level Scores for "Application of Prior Learning" Expectations . . . . . . . . . . . . . . 79 4.4 Range of Intensity Level Scores for "Intern Development" Expectations . . . . . . . . . . . . . . . . . . . . . . 80 4.5 Range of Intensity Level Scores for "Effects of Field Experience" Expectations . . . . . . . . . . . . . . . . 81 4.6 Card Sort Tabulation of Priority Expectation Categories . . 100 C.1 Collation of "Interpersonal" Category Responses of CE Pre- interns . . . . . . . . . . . . . . . . . . . 157 C.2 Collation of "Interpersonal" Category Responses of SW Pre- intems C I I I I O O O O I I I I I I O 0 I I O 160 C.3 Collation of "Interpersonal" Category Responses of CE Post-interns . . . . . . . . . . . . . . . . . . . . . 162 C.4 Collation of "Interpersonal" Category Responses of SW POSt- interns e e u e a e e o e e e e a I e e e e e e e 164 C.5 Collation of "Field Environment" Category Responses of CE Pre'interns e e e e e o e e e e e e e e e e e e a e e 166 C.6 Collation of "Field Environment" Category Responses of SW PIG-interns e e e e e e e a e I e e e a e e o I e e e 167 C.7 Collation of "Field Environment" Category Responses of CE Post- interns . . . . . . . . . . . . . . . . . . . . 163 Figure C.8 C.9 C.15 C.16 C.19 C.20 Collation of "Field Environment" Category Responses of SW Post- interns . . . . . . . . . . . . . . . . . . Collation of ”Application of Prior Learning" Category Responses of CE Pre—interns . . . . . . . . . . . . Collation of "Application of Prior Learning" Category Responses of SW Pre-interns . . . . . . . . . . . . . Collation of "Application of Prior Learning" Category Responses of CE Post— interns . . . . . . . . . . . . Collation of "Application of Prior Learning" Category Responses of SW Post-interns . . . . . . . . . . . . Collation of "Intern Development" Category Responses of CE PICS-interns. e o e e e e e e e e u e I e e e e e e Collation of "Intern Development" Category Responses of SW PI‘e -intems e e e e e e I e o e I e e e e e e e e Collation of "Intern Development" Category Responses of CE Post-interns e e e e e e e e I I e e e e e e e e Collation of "Intern Development" Category Responses of SW Post -intems e e e e e e e e o e o e e e e e e I e I Collation of "Effects of Field Experience" Category Responses of CE Pre—interns . . . . . . . . . . . . . Collation of "Effects of Field Experience" Category Responses of SW Pre-interns . . . . . . . . . . . . . Collation of "Effects of Field Experience" Category Responses of CE Post- interns . . . . . . . . . . . Collation of "Effects of Field Experience" Category Responses of SW Post-interns . . . . . . . . . . . . Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance - Category: "Developing Self-confidence" (Card Code #1) . . . . Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance - Category: "Adjusting to the New Field Experience" (Card Code #2). xi Page 169 170 171 172 174 176 180 182 183 184 185 188 Figure C.23 Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance — Category: "Having a Good Relationship with Field Supervisor" (Card Code #3) . . . . . . . . . . . . . . . . . . . . C.24 Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance - Category: "Meeting and Getting Along with New People" (Card Code #4). . . . . . . . . . . . . . . . . . . . . . . . . . C.25 Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance — Category: "Applying My Training in the Field" (Card Code #5) . . C.26 Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance - Category: "Performing My Job Well" (Card Code #6) . . . . . . . C.27 Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance - Category: "Understanding the Organizational and Authority Structures of the Agency" (Card Code #7) . . . . . . C.28 Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance - Category: "Student Stated Expectations" (Card Code #8) . . . . C.29 Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance - Category: "Student Stated Expectations" (Card Cdoe #9) . . . . C.30 Collation of Responses Relating to Priority Expectations and Questions of Institutional Importance - Category: "Student Stated Expectations" (Card Code #10) . . . . C.31 Collation of Student Responses Regarding Their "Unresolved" and "Unrealistic" Expectations . . . . . xii Page 189 190 192 194 201 205 207 (JDUPIER I INTRODUCTION Background of the Study During the past decade, liberal arts education has been questioned concerning its value in a contemporary world that is highly technicalized and is demanding specialized training for many occupations. This cultural, technological, economical and occupational shift has philosophically threatened the liberal arts assumptions of preparing men and women for effective living and working within a complex, interdependent world. Many liberal arts institutions are now in the process of evaluating their curricula and suggesting core courses that will produce well—rounded graduates who will be able to think effectively, communicate thought, make relevant judgments and discriminate among values. Traditionally, the liberal arts philosophy toward education has been that of producing students who are capable of: 1) understanding the world they have inher- ited and will eventually influence (historically, sociopolitically, morally and economically); 2) analyzing and creatively solving contemporary problems and future issues; 3) developing a substantial knowledge base that integrates the different disciplines; 4) developing a moral character as a model leader who can handle responsibility and make wise decisions; and 5) developing competencies that can cope with personal, local, national and international developments. These are noble goals for a liberal arts philosophy, but can a student achieve these goals solely within the walls of a formal classroom experience? The economic pressures involved in formal higher education are taking their toll on youth who are entering liberal arts institutions with a pragmatic and occupational orientation. In fact, many students entering liberal arts education are immediately rejecting certain liberal arts core courses as "frills" because they don't see any immediate payoff inherent in the course(s). This so-called "new learner" entering the liberal arts system is being pressured by the culture toward vocational education; and the current economic conditions they are encountering are persuading stu— dents to take "marketable" programs. By 1980, if not before, it will cost an undergraduate student between $22,000 to $25,000 for a four year, liberal arts education in a private institution of higher learning. This sobering statistic is causing many students (and their parents, plus the banks, schools, governmental and other lending institutions who finance the loans) to think twice about the type of formal training the student will receive in this four year adventure. Can traditional liberal arts education ped- agogically afford to teach students how to integrate and memorize content solely within a formal school setting and then hope students can make the knowledge transfer in a rapidly changing world four years later? Can it economically afford to provide learning encounters in other field-based settings while students continue their formal training? Very few educators today would argue that the sole task of learning is knowledge acquisition. A knowledge base is important, but not conclusive in the teaching/learning process. There are other kinds of tasks and skills that must be learned in order for a person to function effec- tively in other domains of reality. Many of these competencies must be learned in real-life settings that display interaction dynamics that cannot be simulated and learned in a formal classroom setting. Experiential settings are sometimes (and maybe most of the time) man's best learning environments. A person can experiment through trial and error, make mistakes and learn from those mistakes, enjoy the fruits of one's labor and experience the joy of success. John Dewey (1938) understood this concept regarding the integra- tion of experience and education. There is today an abundance of educational institutions, programs, curricula, methodologies and materials propagating the pedagogical construct of employing experiential modes within a formal educational system (Duley, 1974). The social upheaval and student reaction in the late 60's and the early 70's reaffirmed this notion. Quinn (1972, p. 16) reports that "college and university students demanded broad changes in what they learned and how they learned it. Students clamored for rele— vance and meaningfulness." Heist and Wilson (1968, p. 17) found that students complained about ”the rigidity of the curricula and academic experiences" and not being able to "pursue their interests or to learn in ways most advantageous to them." Thus, many schools of higher learning have begun to seek innovative ways in which to serve the needs, interests, expectations, goals and different learning styles of their students. The innovative employment of simulated case studies and value-moral dilemmas in the classroom was a major contribution, but the employment of students and "academia" into the field has opened new avenues of intggrating educa- tion and experience. Are students and educators saying that vocational education should be substituted for liberal arts education? No. However, a curriculum could ‘ provide meaningful competency-based field experiences as an integral and significant mode in the pedagogical process of liberal arts education. Field-based experiences will heighten the relevancy of the course content and allow students to apply and integrate the content in meaningful service- learning experiences while pursuing their academic training. Thus, there needs to be a healthy wedding between field-based, service learning exper- iences with formal academic classroom teaching/learning encounters. Par- ticular career work demands that students while in training need to relate and experience the content if their academic training is to be relevant and meaningful. Problem Statement Student internship programs have been developed as one way of providing service-learning experiences. However, without proper curricular orientation, student interns may enter the field experience and encounter negative circumstances they had not been prepared for nor anticipated. .If the interns then experience coping difficulties, they may reject the field experience and possibly project negative feelings and thoughts toward their decision-making in career choice. 0n the other hand, the negative exper- iences may be viewed by the students as learning opportunities that may» enhance their career choice in that particular occupation. Negative exper- iences encountered in student internships may give clues to the students that this type of work is not for them. The negative encounters may lead students to other kinds of work opportunities in the same occupation, or lead them into different kinds of occupations. Thus, not all negative experiences should be viewed as detrimental. Kramer's research (1966) indicates that field experience gained by pre-service teachers, whether the experience was positive or negative, does not necessarily affect students' attitudes, insights or levels of commitment toward short—range or long-range career choice. The correlation between these variables was found to be very low, suggesting that (at least for that sample) attitudes, insights and commitment were independent of one another. Also, the length of the laboratory experience indicated no signi- ficant difference in insight gained and commitment made. Kramer's research was predicated on the research studies of others exploring personality and attitude effects in relation to pre-service teaching. The "attitude" research studies1 indicate that student interns do encounter negative field experiences. Many of these negative experiences encountered by the intern are caused by: 1) a lack of identifying and clarifying expectations by the students for their field experiences, 2) unrealistic or distorted expec- tations established by the students before the field experience, 3) change in expectations by the students during the field experience, 4) unresolved student expectations after the field experiences, and 5) no curricular orientation provided for the students before, during or after the field experience that would assist them in working through their expectations. In chapter two of this study, a review of the literature will focus on the 1Bibliographical references: Cook and Callis (1951); Fuller (1944); Michaelis (1954); Rabinovitz (1954); Kearney and Rocchio (1956); Sandgren and Schmidt (1956); Stein and Hardy (1957); Standlee and Popham (1959); Hoyt and Cook (1960); Wolaven (1964); Kramer (1966). importance of student intern expectations and the effects student expecta- tions have on internship field experiences. The literature demonstrates; a need for curricular assistance in helping students 1) identify and clarify realistic expectations and goals before the field experience, 2) be able to” implement and change these expectations and goals effectively during the field experience, and 3) be able to assess expectation and goal achievement after the field experience. Assumptions Underlying the above problem are a few assumptions. It is assumed that student interns usually begin their field work without first identifying and clarifying their expectations; nor do the students have the "how to" skills for identifying and developing their expectations into practical goals for their field experience. The research of Knapp 6 Sharon (1975), Nesbitt (1977), Willingham (1977) demonstrates that curricular orientation should be provided students for assisting them in identifying and clarifying their expectations. The students then need to be given "how to" skills for developing their expectations into realistic goals. The next step in the orientation training should provide students with a strategy for implementingr their goals within the field setting and for periodic self-assessment. It is not within the scope of this study to provide these types of "how to" skills. Strategy skills may be a by-product of the study, or further empir- ical studies may need to be done in this area. An attempt has already been made to provide skill development through the research of the Council on the Advancement of Experiential Learning (Willingham E Associates, 1976). n". ‘31.. Secondly, it is assumed that students enter the field experience with "hidden agenda." In other words, many of their expectations are influ- enced by negative or positive influences on an affective and cognitive level. Some of these students enter the internship with certain concerns, anxieties, fears or hopes that affect their expectations. The research of Haines (1961), Reilly (1965) and Bennie (1967) claims that some students have concerns and anxieties regarding their ability to adjust to new situations, or to meet new people and develop effective communication and interpersonal relation- ships. Effective adjustment, communication and interpersonal skills are also important in the students' ability to build rapport with their field supervisor. Stanford (1967), Heist and Wilson (1968) and Henderson (1970) state that student interns have hopes of working in field experiences that relate to their‘jpterests and goals, that are meaningful, relevant and action-oriented, where they can apply their formal training, where they can gain awareness and understanding of the work situation, and in the process can serve and make a contribution to the work situation while they are yet in formal training. Another assumption is that prior learning, whether it be through formal, non-formal or informal learning modes, will affect student interns' expectations. Wylie (1976), Forrest (1977) and Knapp (1977) affirm that these prior learning experiences aid the interns in their ability to iden— tify, clarify and articulate what they desire to get out of the new intern- ship opportunity. They also affect the interns' concerns and hopes. This study will help identify the source of student expectations as it relates to prior learning and its impact on the intensity of these expectations. Allof these concerns and hopes add to the student interns' desires to mum a meaningful contribution to the field experience, and in the process, hmnwe their own skills and self—esteem in a real-life situation. These hqws and concerns are very real and are integrally related to their expec- tations. hupose and Significance of the Study The purpose of this study is to inquire about 1) the kinds of expectations student interns have about their field experience, 2) the intensity of these expectations, 3) the source of these expectations, and 4) the effects curricular and co-curricular activities have on student interns' hopes and concerns about their field experience. This is an explor- atory, descriptive research study involving primarily student interns in preparation for religious occupations. A comparative study will be con- ducted with Social Work majors in order to identify any substantial differ- ences or congruencies between student interns preparing for other types of work in human development and service. Therefore, the following research questions have been designed to help accomplish this purpose. Research guestions The study attempts to answer the following sets of research questimw. 1. Questions about Kinds, Intensity and Sources of Expectations: la. What sorts of expectations are reported? lb. What are the levels of intensity associated with these expectations? lc. What sources do students identify for particular hopes? I’. 1d. What sources do students identify for particular concerns or anxieties? 2. Questions of Particular Institutional Importance 2a. 2b. 2c. 2d. 2e. 2f. 2h. In what ways are particular curricular experiences identified among the students' hopes for the intern- ship experience? In what ways are particular curricular experiences identified among the students‘ concerns and anxie- ties for the internship experience? What sorts of references to co-curricular experiences are cited in reference to students' hopes about the internship experience? What sorts of references to co-curricular experiences are cited in reference to students' concerns and anxieties for the internship experience? What sorts of evidences are there in these expectations that the preparatory activities are having any effects? What evidences are there of further needs that give curriculum mandate to these preparatory experiences? What are the unresolved concerns of the student interns? What are the unrealistic hopes that should be dealt with more adequately in the CE and SW curricula? Scope and Delimitations of the Study The scope of this exploratory study focused primarily on the kinds of expectations Taylor University Christian Education (CE) majors have concerning their field experiences. The study assessed the intensity and source of these expectations. The study also described what is hap- pening in the educative experience (both curricular and co-curricular activ- ities) that prepares CE interns for their respective field experiences. A comparative study between CE and Social Work (SW) majors was conducted to 10 see if there were any significant differences for the purpose of general- izability in the student expectations. This is the first year that both the CE and SW programs have implemented internship programs. The findings, conclusions and recommendations formulated from this study will be of value for student interns' professional development and for the improvement of internship programs. The professional goals and curricula of the CE and SW internship programs are those of assisting students toward a positive and fulfilling field experience. I The interview technique was employed as the study's primary instrument for eliciting and recording the data. The interview was a face- to-face verbal exchange between the interviewer and the student interns. The literature suggests a "semi-standardized" interview with a "funnel effect" in asking "open-to-close" questions. The "funnel effect" of asking "open-to-close" questions allowed the respondents to recall spon— taneously their perceptions while minimizing interviewer bias. And yet, at the same time, the questions gave guidance to the interview's purpose of eliciting data pertinent to the research questions. The interview questionning began with a particular topic, asking open questions, and then followed with semi-closed questions on specific points of interest for the interview. The social climate of the interview was also important. In this study, the interviewer assumed a responsive, person-to-person, cordial approach. This approach doesn't mean that the interview would be unstruc- tured. An atmosphere of clarity, direction and genuine interest was created. The research of Bingham and Moore (1941) provided helpful suggestions for 11 structuring the interview climate and the interviewer's manner for conducting the interview. The interview instrument, along with a tape recorder, was employed for eliciting and recording the data. The tape recorder was introduced in the interview after a brief preliminary introduction about the purpose for the interview. The tape recorder allowed the interviewer to concentrate more on the responses given and thus allowed the interviewer to have a more natural conversation with the student intern. The instrument guided the conversation by listing the interview questions that were based on the research questions. The instrument also provided the interviewer with a format to note responses in an abbreviated form. Thus, by employing a tape recorder and an interview schedule, the interviewer was able to guide the interview in a structured, warm and responsive climate that produced data pertinent to the research study. After the interview, time was provided for listening to the tape recording and summarizing the student's responses. At a later date, all responses were collated within categories for content analysis and measure- ment. Since the research procedure includes a content analysis of the data, the semi—standardized approach dictates that the questions must be decided upon before the interview with the same wording and in sequence. This approach aided the interviewers in eliciting and recording the responses in the same sequence for content analysis. This approach also minimized errors of "question wording" and provided a more reliable, uniform response for measurement. 12 The findings were subject to a content analysis procedure. The researcher constructed a category index that partitioned, coded and pro- vided qualification and quantification measures for the student responses. This procedure allowed for systematic measurement and interpretation of the data. The study did not assess the impact of other variables such as personality traits, attitudes, levels of motivation and readiness, beliefs, adjustment and coping abilities, and interpersonal relational skills the student interns may or may not have in preparation for the field experience. Other research studies have been conducted in some of these areas, and further empirical studies need to be done to add to this body of knowledge. As stated earlier in the ”Assumption" section, this study will not attempt to examine and provide "how to" skills for effectively identi- fying, clarifying and applying expectation goals and procedures. Nor will it attempt to assess the effectiveness of orientation training for actual- izing expectations, establishing goals and procedures for positive field- based experiences. An attempt has already been made to provide skill development in these areas by the Council on the Advancement of Experiential Learning (CAEL). Educational planning and training will be a by-product of this study. The instrument employed in this study was designed specifically for securing descriptive information about student interns' expectations. Precautions have been taken to eliminate "interviewer bias" and "social desirability" statements by the students. This is not a standardized instrument and will need further refinement if used in similar studies. 1;ij s": 13 Thus, the instrument is limited to an exploratory study concerning the expectations of student interns. Definition of Important Terms The following definitions will help explain some of the key terms and phrases used in this study. Ebpectations: The act or state of expecting or anticipating the proba- bility that an event or some orher entity will occur. The expectation will be valued by the student intern as either being positive, negative or neutral. Intensity of Etpectation: The degree of inmortance for fulfilling the expectation by the student intern. Source of Ebpectation: The expectation's point of origin as perceived by the student intern. Curricular Activities: A prescribed set of courses offered by a formal institution of higher learning (e.g., Taylor University). Co-curricular Activities: Other events taking place within the environ- ment of a formal institution of higher learning that relate to curricular activities. Planned Field—based Experience: Planned learning activities that a stu- dent engages in outside the formal classroom setting that con- tributes to the student's total educational development. Internship: A synonym refering to the phrase "planned field—based experi- ence." service—learning Internship: A type of internship wherein the student intern combines service on behalf of others with personal edu- cational goals. Student Intern: A student enrolled in an institution of higher learning who is employing one's formal training in outside, planned field- based settings. Ere-intern: A student who is anticipating one's first field-based experi- ence. Post—intern: A student who has completed a field-based experience. Interview schedule: A carefully designed instrument employed by an inter- 14 viewer for eliciting and recording information from student interns. 'Ebmi-standardized" Interview: A face-to-face verbal interchange between the interviewer and the student intern within a cordial and responsive social climate that provides direction, clarity and genuine interest throughout the interview. ’Tnnnel effect" of asking ’bpen—to-close" questions: The interviewer will ask an exact series of primary questions which are asked of all student interns being interviewed. The interview schedule also lists a series of optional secondary questions or probes which the interviewer is free to use or omit, depending upon the intern's answers to the primary questions. Content Analysis: A procedure that qualifies and quantifies the data within category indexes for measurement and interpretation. category Index: An index of similar responses that allows for coding and eventual measurement of the data. Each index is stated as a category of similar responses that relate to each other. Summary Chapter I gives a brief background statement that explains the dilemma traditional liberal arts institutions of higher learning are facing today in a changing technological world. Students are entering these institutions with a mindset that is vocationally oriented and are econom- ically hard-pressed for funds. The students desire an educatidn that is pragmatic, relevant and meets their interests and goals. They are demanding broad changes in what they learn and how they learn. 0n the other hand, proponents of traditional liberal arts education still feel that the under- lying suppositions of liberal arts training are basic for preparing well- rounded graduates who can think discriminately, communicate thought, analyze and solve complex problems, make relevant judgments and apply integrated knowledge to contemporary issues. And yet, can a student achieve these noble aims solely within the walls of~a formal classroom experience? Should 15 planned, field-based experiences in other work settings be incorporated within the curriculum activities of the institution? The purpose of this research study relates directly to the kinds of expectations student interns have in preparation for religious occupa- tions. The study is concerned about whether or not student intern' expec- tations are being met, and how faculty can best prepare students for planned field-based experiences. A comparative study was conducted with social work majors in order to identify any substantial differences or congru- encies between student interns preparing for other types of work in human development and service. The literature was reviewed, a series of research questions were developed for the study and the research methodology was established for exploring student intern' expectations. Thus, the research problem, assumptions, purpose and significance, scope and limitations and a definition of important terms are included in Chapter I. Chapter II reviews the professional literature for providing a theoretical and supportive research base for the study. Chapter III describes the design and methodology for the study. Chapter IV presents the findings. Chapter V includes the summary, conclusions and recommenda- tions derived from the data analysis for educational planning and further empirical research. CHAPTER II REVIEW OF LITERATURE Experiential Modes within Formal Education What is meant by the term "Emperiential Modes within Formal Education"? Experiential education has many titles. Some of the titles used are: Cooperative Education, Medical Internships, Cross-cultural Short-tear Training, Personal Growth and Development Programs, field Research Studies, Para—professional Training, social/Political Action, Institutional Analysis/Career Exploration, and service-learning Internships. Figure 2.1 gives a typology of experiential education and lists some of the primary characteristics of the different types of experiential modes employed in formal education. DePuydt (1975, p.2) defines internship as "planned learning activities that a student engages in outside the classroom that contribute to his/her total educational development." DePuydt lists three defining factors that should be included in college~sponscred internship programs: 1. that a student has been prepared (or is now in process of being prepared} through academic coursework to engage in meaningful work experience; 2. that the intern projects provide a laboratory setting f for the application of knowledge that results in ' accelerated learning and higher and more lasting competence; 'II that each individual is unique and therefore has a unique learning style, rate, capabilities, and mode. Therefore, for learning to be optimized, the medium of instruction should be matched to the learning mode of the individual. 16 17 Figure 2.1 Typology of Experiential Education2 Ditterentietlng Factors 1. Nature at Placement e. Full-tame art-campus (once only) It. Repeated tall-urns c. Pan-time (concurrent w-m classroom work) a. field research project {group eflort) 2. Obiective ol the Experience a. Sell-actuallzau'on a development b. Career exploration c. Skills acquzsulon d. Smrg society 0. Changing society I. Conmcllng research 9. Application at knowledge. methods. stalls 3. The Selling a. Culturally ailment envrronment b. ' ssano industry c. Hetprng agencies cl. Government e. Private (mldemese, craftshop. psychological rnstrtutionl 4. Optimal Academic Level of Students a. Low (Ireshmen l. sophomons) b. Madam {upperclassmen with some experience) c. Huh (gyaouate students) 5. "..'..L......‘; ' r ’ ‘ r a a specific curriculum mayor b. Fulfils broad general educator! oblactrves Normally, a student will be attending an academic institution and will be involved in planned field work that correlates with one's study program. Because of the pragmatic, vocational and economic factors mentioned earlier in the ”Background" section, the service-learning internship approach within experiential modes has become very popular as a valid learning approach within liberal arts education. 2This figure has been adapted from an original chart by Dr. Richard J. Allen, Director of Division of Arts and Sciences, John Hopkins University. Initiator Problem Solver & Decision Maker Cultural Analyst & Strategist Interactor Information Source & Net- uork Developer Free Agent value Clarifier communicator Recipient 20 Identifies, seeks, finds, and secures the help and cooperation he needs, often in a context alien to his experience. Functions in an open system; he has to define and solve the problems as they arise and make decisions in the course of carrying out his project which affect his and the personal lives of others. Understands well enough the cultural context in which he is trying to function to work effectively in it. Relates effectively with his faculty supervisor, co-workers, clients or cus- tomers; able to stay in touch with them and work through emotionally difficult relationships. Develops his own information sources instead of relying on those provided by an instructor Functions on his own in a support system in which rewards are given for productive work done to develop and carry out work- able solutions to particular and often unforeseen problems rather than for predetermined correct answers to set problems, and in an unstructured setting without the classroom support systems of assignments, syllabi and tests. Makes value judgments in arriving at these workable (compromise) solutions or decisions which he would not be expected to make in his classroom work. Is able to communicate effectively through the spoken and written word, through listening and reading non-verbal commu- nication, and to be emotionally involved with the people he is learning with and from: he is not allowed to act as if learning were a completely objective activity. Is able to receive and utilize criticism constructively. 21 Thus, students should play an important role in determining 1) their learning objectives that correlate with their expectations, inter- ests, needs and goals, 2) the selection of field experiences, and S) the assessment of their learning outcomes. Given this new role perspective, the students "learn how to learn" in relevant situations, learn how to handle responsibility with the freedoms of self-determination awarded one, learn how to handle self—motivation and self-assessment. This process helps students in their development to internalize pedagogical principles that will transfer beyond their formal academic training into other domains of reality where responsibility, perception, critical cognitive skills, creativity, interpersonal communication skills and other behavioral com- petencies are needed. Role Characteristics of Faculty Member The implications of these assumptions has quite an impact on the teaching philosophy of the faculty member as well as the educational goals of the liberal arts institution. The faculty member will find oneself in the role of facilitator, resource person and will assist the student and the field supervisor in the evaluation process. Baines (1974, p. 36) describes the main functions of a faculty member in service—learning internship programs in these terms: Although field experiences have different forms and structures, they should primarily have one purpose: to promote learning. A work experience that does not contain learning cannot be called an educational device. Institutions of higher education are com- mitted to learning and must not support programs which take the student off the campus under the guise that merely being away from school teaches them something. As the university's representative, the faculty 22 supervisor must ensure that the field experience does provide an opportunity for learning and that the student has access to it. In general terms, the faculty supervisor is responsi- ble for running the university (academic) program. The scope of his job depends on the university‘s commitment to the program, his own commitment, the amount of release time provided him, and the availa- bility of host agencies for placement. More specifi— cally, faculty advisers may perform all the following functions: 1. Designing the field experience program. 2. Securing university approval of the program. 3. Selecting and supervising the students. 4. Establishing host agencies and maintaining relations with them. 5. Acting as troubleshooter between the university, the host agency, the student and the agency supervisor. 6. Reporting on the outcome of field learning ex- perience (evaluations, grades, and reports). Thus, the faculty member must be prepared to spend some time in the field with the student interns. The classroom activities should allow for discussion and the integration of field work experiences along with the presentation of course content. This interactive approach within the class allows the students to share meaningful experiences encountered in the field to the course objectives. Learner sharing may limit teacher input; but this is one of the goals for experiential learning within formal education... allowing the students to discover for themselves what the teacher may tell them in neat, proverbial outlines. In this manner, the students have a point of reference in which to assimilate or accommodate new input from the teacher. A faculty member involved in experiential modes within liberal arts education must provide time for field experience feedback in the class- room in order to bridge the gap between student experience and formal training. 23 Role Characteristics of the Field Sppervisor The field supervisor is also an important link between the insti- tution of higher learning and the sponsoring organization in which the stu- dent intern is working. The supervisor is responsible for l) introducing the intern to co—workers, 2) orienting the intern to the work situation, 3) helping the intern understand one's role in the work situation and how to make necessary adjustments, 4) guiding and motivating the intern in fulfilling one's expectations, interests and goals, 5) providing training and direction in the intern's work tasks, 6) assessing the intern's per- formance, and 7) fulfilling the objectives for the intern program. Whitaker (1976, p. 193) describes the field supervisor as either a "participant observer" or an "outcome observer": In some sponsored programs (and, by definition, in prior learning), the teacher is not a faculty member but a supervisor or training instructor in an outside agency. These nonfaculty teachers fall into the category of agency teachers or trainers, but may also be included in one of the other two categories defined below as , observers. Participant observers are those persons, such as super- visors, clients and co-workers, who have the opportunity to observe the learners during the learning experience. Outcome observers are persons who have not participated in the learning process in any way, but are called upon . . to participate in the assessment of the learning out- ,s3-comes. They may observe a product (such as a paper, report, written examination, work of art) or a perfbr- mance (such as oral examination, dance, role playing). It is important that the field supervisor has a good understanding of the institution's objectives for the internship program and how this relates to the sponsoring agency's objectives. The supervisor needs proper orientation and ongoing training in order to provide the necessary ,_.- 26 objectives. In order for this to take hold, learning activities within formal education ought to be extended beyond the formal classroom into other appropriate domains of reality where the learner can interact with, explore and develop one's knowledge base, critical cognitive and affective abilities and other behavioral skills. Field experiences should be selected to match learner expectations and goals, coupled with the particular learning objectives established by the student, faculty member, agency supervisor and in harmony with the institutional goals. This supportive research has laid the foundation for a service-learning internship model that can be employed for the personal and professional development of students. Factors Influencing Student Intern Expectations A student intern usually enters the field experience with a set of expectations and goals coupled with aspirations, apprehensions, needs, hopes, problems and anxieties. The intern's background experiences, attitudes, values, beliefs, self—perception, confidence, personality traits, motives, level of readiness, adjustment ability and relational skills influence one's success or lack of success in the field experience. The level of achievement is also determined by the value judgments and influ- ences of the field supervisor and other people the student intern encounters in the field setting. These factors will either impede or assist the student toward the realization of one's expectations and goals. 27 Reilly (1965) notes some of the factors a student intern has to master if one is to realize personal expectations and goals. Reilly's observations about pre-service teaching experiences are similar to other types of intern field experiences: (1965, pp. 1-9) It is quite common for a person anticipating a new and unique experience to have feelings of anxiety and nervousness beset him. When the experience is an important hurdle on the road to one's chosen career the feelings are greatly increased. The student teaching experience facing the college student desiring to become a career teacher seems just such a hurdle. Each student teacher has a varying degree of anxiety, but seldom is it ver- balized until he has successfully overcome the kinds of things that gave rise to his fears. Then, usually in a 'bull session' with other student teachers, the fears are examined and laughed about. As time passes new anxieties constantly crop up to replace those that are overcome. I soon learned that there are common problems that each teacher faces and the best way to get possible solutions is to share the problem. The sooner this is seen by a beginner the sooner he will make progress. Reilly further explains that his anxieties as a student intern also included such concerns as not being able to handle all the many in- strumental and expressive tasks involved in the job when he first started. He wondered if he could present the content effectively, control the teaching/learning encounter and deal with student discipline, build a rapport with other staff members and parents, and maintain his own level of motivation as his attitudes shifted and changed. Reilly's observations about intern concerns and anxieties were found to be a general description of those listed in the literature. Other factors affecting student intern expectations were: 1) understanding the organizational and authority structures; 2) identifying, clarifying and 28 implementing personal and professional goals effectively; 3) student intern understanding of how one's personality traits influence students and others in the field setting; 4) understanding one's role sufficiently; 5) effec- tively dealing with erroneous first impressions; 6) use of personal time outside daily job responsibilities; 7) coping with course requirements while fulfilling internship tasks; 8) handling field supervisor criticism and evaluation; 9) coping with boredom, lack of motivation, negative atti- tudes; 10) rethinking unrealistic expectations and goals. The field agency personnel must have a realistic view of whg_and 3533 the student intern is capable of being and doing upon entering the agency. The student intern will generally range in age from 17 - 21 years. The intern may have held one or two jobs prior to this experience, but usually these jobs do not relate to the specific job tasks of the particular agency. The intern has yet'to develop a professional understanding of the work involved, and is still formulating a perception of one's professional role. The intern has not developed a clear awareness of the organization's structure, chain-of—command, role expectations, job skills and accountability. ‘The intern's self-confidence as a professional is very limited. And yet, the intern usually exhibits the following qualities: a desire to learn, an enthusiasm to become involved and serve, a desire to please, and a need for direction and feedback for personal and professional growth. Bennie (1967) notes that the student intern enters the new field experience with other kinds of anxieties and mixed emotions that affect self-confidence. Not only'does the student intern have to adjust to the new environment, the expectations and acceptance of others and handle the job 29 tasks effectively, the intern also encounters a self—confidence problem. The intern worries about whether or not one's formal training has prepared him adequately. The intern wants to do a good job, and yet is apprehensive about one's capabilities. Usually a student intern will observe the field supervisor and then emulate many of the supervisor's characteristics and skills. As the intern is given more responsibility, the student intern exercises more of one's own individuality and creativity. This builds self—confidence. As Bennie points out, this should be a gradual transition from dependency to self—initiative. This takes time. The supervisor should be aware that every student intern enters the field experience at a different level of readiness and should work with the student at his or her level and gradually give more responsibility as self-confidence develops. During this adjustment period, Brill (1973) points out the need for allowing the intern to do self-reflection. Time for self-reflection and adjustment is vital for developing self-confidence. Brill perceives the student intern asking oneself the following questions: (1973, pp. 1-18) 1. How do I think and feel about myself? 2. How do I deal with my fundamental needs? 3. What is my value system, and how does it define my behavior and my relationship with other people? 4. How do I relate to the society in which I live and work? 5. What is my basic philosophy? Perlman's model (1957) suggests three phases the agency supervisor must be cognizant of in order for the intern to make a good transition into the field setting: 1) "Beginning Phase," 2) "Intermediate Phase" and 3) "Termination Phase." 30 The "Beginning Phase" should include a complete tour of the facil- ities in order to gain an overview of the organization and to see where the student intern "fits in" and how the agency departments relate to each other. The intern should meet one's co-workers and develop a rapport for good commu- nication and working purposes. Other available resources should be brought to the intern's attention at this time. Proper orientation helps the intern gain a proper perspective of the setting's structure and role relationships. The "Intermediate Phase" introduces the student intern to the organization's policies, procedures and how the co-workers carry-out assigned responsibilities. This gives the intern opportunity to ask questions and discuss procedures one has observed. Basic tasks should be assigned the intern at this time with close supervision. Thus, the "intermediate" phase is one of observation and getting one's "feet wet" with opportunities to perform basic tasks. Direct supervision is important during this phase, or the student intern may develop wrong impressions and undesirable work habits not conducive to the work setting. The "Termination Phase" is primarily for the student intern to gain more indepth experience, develop self-confidence in performance and develop skills in expressive and instrumental tasks. Intern performance evaluation is important during this phase. If the intern's expectations are not commensurate with the field setting expectations, anxiety can develop leaving the intern and the agency in a state of conflict. Thus, the congruency of expectations and goals between the student intern, the field agency, the supervisor and the educational institution is vital for. a good working relationship and for learning to occur. As Dawson points out: (1975, pp. 12-13) 31 It is helpful to look at field education from this perspective because it allows the supervisor, the student, and the university to accurately assess the potential that the student brings to the agency, any growth while at the agency, and the point of development at the end of the field experience. Furthermore, this schema can be used by the uni- versity to aid in decisions about whether or not a particular student should be encouraged to pursue a graduate education, what type of agency would be appropriate for additional field experience, and whether or not a student should reconsider his involvement in the social work field. The importance of field supervision is vital to a successful internship experience. Probably the single most influential person in the success of student intern development is the field supervisor. How the student intern relates and communicates with the supervisor will affect the intern's transition into the field experience and the fulfillment of one‘s expectations and goals for professional development. The student's perception of the field supervisor is often mis- leading and filled with misconceptions. Reilly describes his first impressions of his supervisor in these terms: (1965, p. 2) My immediate source of anxiety was meeting my 'critic' teacher. The connotation of this title did little to soothe me. What should I say? How should I act? What if we don't hit it off? These and many other questions constantly ran through my mind on the way down to the school in which I was to teach American history to an eleventh grade class for one semester. As is generally the case, my worries were groundless. My supervising teacher was friendly and considerate and we got along exceptionally well right from the beginning. The initial meeting of the intern and one's supervisor should be cordial and open. They will be working together over a period of time and must therefore develop a relationship that is concerned for each other and the people they serve. Haines describes this as a cooperative adventure: (1961, p. 60) 32 Supervising teachers, principals, and college super- visors who work with student teachers continually examine ways in which they may assist these students in implementation of purposes and principles, in utilization of time, space, and materials for the optimum guidance of pupils. The student teacher, however, is the one who must meet the challenges of developing increasing security and adequacy in his roles in the school situation. He must learn to work cooperatively with many others, and he must respond to many sets of expectations. He does so in his unique way, in accordance with his purposes, readiness and needs, and in light of his inter- pretations. Service—learning internships in the field of Social Work and Christian Education focus on helping people. The agency's purpose, goals, structure, functions and resources are directed toward the client's welfare. This is a mutual goal and must receive the utmost attention of all involved. The intern is placed in the field setting for developing a professional understanding of how an agency accomplishes this goal. Thus, the functions of a field supervisor center around the client's welfare and the related goals and expectations of the agency, educational institution and the student intern. Assisting the student intern in realizing this primary concern is paramount in the field supervisor's responsibilities. The role of the supervisor in a social work setting is similar to those functions of a supervisor in a pre-service teaching situation. Dawson describes the supervisor's functions in the following manner: (1975, pp. 15-19) The first funCtion of a supervisor of undergraduate social work students is to determine for each student the learning model on which he is to build his field practice. This is a responsibility that the super- visor must assume based on the school's goals, the agency's expectations, the types of patient situations encountered, and the student's needs. '33 The second function of the field education super- visor is to conceptualize the growth processes that the student goes through during his field experience. He often is not able to deal with this at a conscious level in the beginning. Perhaps it arouses his own anxieties as he observes persons who-are in somes ways very much like himself, and has to deal with the ambivalence of health and dysfunction existing in the same personality. Supervisory support is essential during this phase. Generally the student will progress through a three-step continuum...In the beginning he is selfL centered in his approach. He spends a good deal of emotional energy gaining homeostasis in the agency, forming relationships with the supervisor and staff, struggling with the expectations of the experience, and exploring his own motivations. This phase is essential as he gains confidence in his environment and associations. The next growth phase might be termed problem/" technique-centered. Here the student is intel— lectually aware of social work skill techniques he is learning in the classroom and is dealing with their application to the patient's problems. Supervision may take the form of analyzing case records and interviews and discussing areas of strengths and weaknesses, treatment goals, use of referrals, and so on. Toward the middle of this phase and through the termination phase the super- visor may determine that the student has progressed to what can be called a client-centered or patient- centered mode of functioning. Here he is comfortable with himself in his environment and has confidence in the use of some skills. With these integrated into his emerging professional image he can proceed to an understanding of the patient's total life situation - he can get out of himself and into the other. In this phase supervision can move intO‘ the abstract areas of basic human needs - acceptance, enabling, values, and so on. Perhaps, one of the most awkward functions of the field super- visor is student perfbrmance assessment. The academic grading system has conditioned the student toward receiving letter grades which is not conducive to field performance evaluation. 0n the other hand, the field 34 supervisor is oriented toward achieving the agency's goals and expectations. Also, many field supervisors have not been trained in traditional norms of academic assessment. This poses a problem for the intern, the agency, the academic institution and the field supervisor. Thus, assessment guide- lines must be established prior to the intern's involvement between the agency and the institution. The criteria fer evaluating field education involves the interaction of these factors. The use of oral examinations, written summaries and check-list forms for evaluating student intern performance are most commonly employed. Whatever format is used, it should be comprehensive, precise and reflect the student's growth and skill development. The following model illustrates one approach for solving the field assessment dilemma. The student intern_ developes a "self-assessment" procedure with the guidance of the field supervisor and faculty member. The field supervisor serves as a counselor in guiding the intern toward one's goals. The faculty member works with the student and the supervisor for periodic assessment and submitting a pass/fail grade. This model was derived from the CAEL literature (Nesbitt, 1977; Forrest, 1977; Breen, Donlon G Whitaker, 1977; Willingham, 1977). ASSESSMENT OF STUDENT PERFORMANCE (For SW a CB Interns) 1. Student self-assessment: -Help student identify his/her expectations for the field experience as they relate to the job description ~Help student write specific goals based on expectations -Provide materials that will help student write out a plan of action (CAEL Materials) 35 ~Teach student how to keep a journal that records his/her observations and progress in one's plan of action -Teach student how to share his/her observations and progress with field supervisor on a periodic time schedule (to be determined by field super- visor and student) -Teach student how to complete a summative per— formance assessment (to be shared with field supervisor at the end of each term) 2. Field-Supervisor role as counselor: -Simulate student self-assessment procedure with field supervisor -Teach field supervisor his/her role as a counselor -Exp1ain importance of meeting with student on a periodic schedule for sharing, giving advice and further direction. «Teach field supervisor how to complete performance evaluation for student and how to share this with student at the end of each term. 3. Faculty evaluation of student perfbrmance: -Conduct on-site visitations with student and field supervisor for periodic feed-back -Conduct phone calls to field supervisor '-Provide on-going training with student interns -Meet with student and field supervisor at end of term for summative evaluation -Submit pass/fail grade at end of term for academic credit _ . -Continue on-going training for field supervisor and student intern The results of an internship experiencehave quite an impact on the student's personal and professional development. Blair (1964) states that the field experience causes a maturing effect and that the student should be cognizant of this phenomenon. This maturing process affects the student's development psychologically, emotionally, physically, status and one's ability to handle pressures and problems. Blair notes that as the 36 student reflects on his or her field experience, the student will notice change in the following areas: (1964, pp. 21-30) Self-image change: 1. Understands one's role as a teacher in the community 2. Philosophy of education broadens 3. Understands school-community relationship better 4. Acceptance of students and others Emotional change: 1. Poised, confident, dignified, soft-spoken and well-modulated 2. Views the situation more objectively; dif- ferentiates facts from rumors; develops perceptual skills; learns how to reach agree- ments. 3. Develops a sense of respect and affection fer others; understands developmental stages and growth; takes pleasure and joy in working with students 4. Handles criticism and compliments for improve- ment Physical change: 1. Appearance and dress of a professional 2. Tiredness and distressed feelings are perceived as a "busy day" Status change: 1. Student status to professional status 2. Reputable and reliable 3. Personal and professional respect is gained Skillful handling of pressures and problems: . Student personal problems and academic pressures Parental expectations Teacher's evaluation of students with parents Academic expectations of school Adjustment to work situation Job expectations and other outside respon- sibilities OMAMNH . O 37 7. Financial stability 8. Social relationships As stated earlier in the literature review, one of the primary expectations of a student intern is personal and professional development. The opportunity to interact with people and other factors in a work setting enhances a maturing effect in the student's deve10pment and fulfillment of one's expectations and goals. Therefbre, the student intern's expectations and goals are signifi- cantly affected by the agency's purpose, structure and the field supervisor's influence. The initial transitional period will either enhance or hinder the intern's transition into the agency and fur fulfilling one's responsi- bilities and goals in helping people. As Boehm observes: (1959, p. 155) "It is difficult for school and agency to translate this objective [partner- ship] into action because the agency's service orientation...sometimes stands in the way." Thus, the agency sometimes creates obstacles because of the priorities given to service objectives and the school is more concerned with the educative function of the student intern. A good relationship and effective communication between the super- visor and student is necessary fer the internship to be a good educative experience. Prior consultation between the agency and the institution will help eliminate some of the problems that may occur during the intern- ship period. Hollis and Taylor conclude (1958, p. 232) that "field teaching is...1arge1y done by agency supervisors who have only a nominal connection with a school of social work and whose primary function is to provide ser- vices to clients rather than educate another generation of social workers." The effective communication between the agency and school in establishing 38 goals and guidelines for the intern's place in the agency will help the student realize one's expectations, self-confidence and professional development. Student Stated Expectations Unusual as it may seem the literature review failed to identify a collated list of expectations stated by student interns that related to the research problem and questions. An ERIC search failed to identify such a listing. Consultation with CAEL personnel, who specialize in helping student interns write their goals for field experiences, were not aware of a collated list of student' stated expectations. Such a listing from the literature would have been helpful as a criterion reference for the instrument design and content analysis of the study. The literature fucused primarily on the need for training student interns in 1) setting goals, 2) making adjustments, 3) relating, 4) problem-solving, 5) performing effectively, 6) building self-confidence, 7) understanding organizational and authority structures, and 8) developing a professional perspective. Through years of careful observation, educators and researchers have studied and recorded their insights fur identifying what areas student interns need training. Must training categories have been cited in the above references; and yet, the literature review failed to identify a collated list of student comments regarding their intern expectations. The nearest example of such a listing was a student study conducted by Moss (1968) that fecused on the advantages and disadvantages of internship pro- grams in student teaching. Moss surveyed students and asked them to describe their observations about their internship experience. (1968, p. 189) 39 Over the past twenty years the internship has evolved from a stopgap educational experience for the prepa- ration of college graduates for teaching to a superior professional laboratory experience in the education of teachers. Most directors, supervisors, and coordinators of intern programs are very laudatory in support of the internship. However, it seems that the most valid perceptions concerning the value of the internship should come from the participants themselves. In order to ascertain the feelings of interns in the field, intern "reactionnaires" were sent to each of the institutions listed in Chapter XIII. Eighty- six interns from six institutions submitted "reaction- naires" giving their evaluations of the respective programs. In soliciting responses from the interns, questions were posed concerning (a) advantages of the intern- ship over student teaching; (b) weaknesses of the -internship experience; (c) willingness to again choose internship; (d) high-lights of the internship experience; and (e) other comments concerning the internship. Listed below are some of the advantages extracted from the stu- dent statements: (1968, pp. 190-193) . were: Increase my experience in a field setting "Learn while doing" Experiment with techniques in methods and discipline Work with field supervisor; observe and be observed Gain practical experience by trail and error Monetary benefits; "earning while learning" Handle responsibility Gain pre-entrance qualifications Professional and personal maturity Gain a realistic concept of teaching Opportunities to observe student behavior and development 12. Freedom of self-expression 13. Development of a professional attitude 14. Correlation and application of campus course work 15. Experience in team-teaching O O O H O‘DOOVO‘UIAMNH H ...a 0 Some of the weaknesses and disadvantages listed by the students (1968, pp. 194-196) 40 1. More intensive preparation needed before internship 2. Inadequate "methods" preparation courses 3. Didn't understand the role and expected aims of the intern 4. Seminars need to be more indepth, lacking in prac- tical content 5. Inadequate supervision, role and relationship need to be defined better; more suggestions, counseling, supervision, observation 6. More opportunities to consult with other interns and field supervisors 7 Keeping up with college classes and internship 8. Need more reflection time 9. Desired principal's feedback 0. Not wanting to go back to school after intern experience 11. Internships need to be assigned earlier in college 12. Better orientation to the school and faculty After Moss collated the student responses, he summarized the stu- dents' statements and made these inferences: (1968, pp. 197-198) To attempt to collate and synthesize the statements of ninety-five individuals with backgrounds and experiences as different as those offered by the six institutions is a great challenge. However, it is hoped that enough direct statements are included to fully express the feelings of those involved in the internship program. It was felt by the interns that the major advantages of the internship were (a) the increased experience offered by the extended period of teaching time, (b) the increased responsibility of the classroom, (c) financial remuneration for internship, (d) its usefulness in enabling liberal arts graduates to enter the profession, and (e) the opportunity to see children mature and grow over the period of internship. Disadvantages and program weaknesses listed by.the interns' - were (a) the need for more intensive preparation prior to the internship, (b) the need for better orientation to the school and faculty, and (c) the pressures and demands of keeping up with requirements in both the school and the university. Almost all of the interns felt that if they were given the opportunity and were approaching the laboratory experience again, they would select the internship. All but one student listed the highlights of the program 41 in very positive terms. Although many considered the internship as hard work and very demanding, they felt that the benefits derived therefrom were well worth the effort. Summary Moss' research is an example of the type of exploratory study this researcher was hoping to discover in the review of the literature concerning student intern expectations. The present study may represent a first attempt for identifying and assessing specific expectations stated by students for field experiences. This information would help provide criterion references for 1) formulating content analysis categories and 2) for assisting educators in designing orientation programs that would better prepare student interns fur their field experience. Thus, the significance of this research study will contribute to the body of literature some understanding of student expectations for effective training . CHAPTER III RESEARCH DESIGN AND METHODOLOGY _ In this chapter the research design and methodology of the study is described. The chapter includes a description of the population, the method employed for sample selection,Jthe interview procedure and instru- ment, validity and reliability concerns, pre-interview tasks, interviewer feedback, the procedure for data analysis and a summary of the chapter. Description of Population The population represented in this study is student interns who are currently enrolled in the Christian Education (CE) program and the Social Work (SW) program at Taylor Univeristy. These students range in class status from freshmen to seniors, both sexes, varying in age from seventeen to tWenty-six years. They represent different religious denomi- nations and socio-economic backgrounds. All students are Caucasian in race and are unmarried. Upon graduation most of these students plan on entering Christian ministry and social work occupations respectively. A small percentage of these students will go on to graduate school imme- 'diately; The primary fecus of this study concerns CE interns who are preparing fer religious occupations. The research questions were designed to inquire about the kinds, intensity and source of student expectations, and the effects curricular and co-curricular activities have on their hopes and concerns about their field experience. The inclusion of SW interns in the study helped provide comparative data to see if the expec- 42 43 tations of CE interns were peculiar or similar to those of a matching group of student interns preparing for human services. Also, a comparative study was made between CE and SW interns who have already had previous internship experience (post-interns) and with CE and SW students anticipating their first field experience (pre-interns). The pre/post intern comparison pro- vided data relevant to the research questions. The Strong-Campbell Interest Inventory and the Kolb Learning Style Inventory were given to the CE and SW majors for measuring the degree of similarity between their occupational interests and learning style prefer- ences. A brief description of these two standardized tests and the findings are as follows. .The purpose of the Strong-Campbell Interest Inventory is to help students understand their work interests in a general way and to show them‘ some different kinds of work they might be comfortable in as they prepare for an occupation. The inventory itself lists many types of jobs, activi- ties and school subjects. The students rated each item with an "L" (like), "I" (indifferent) or with a "D" (dislike). The three hundred and twenty- five items were then analyzed and returned to the students in a profile ferm listing their interest scores in particular occupational categories as either being "low," "average" or "high." The general occupational themes listed in the inventory have six categories: "R"'(representing (agriculture, nature, adventure, military activities and mechanical activi— ties), "I" (seience, mathematics, medical science and medical service), "A" (music, dramatics, art and writing), "5" (teaching, social service, athletics, domestic arts and religious activities), "E" (public speaking, law, politics, merchandizing, sales and business management), "C" (office 44 practices). Figure 3.1 is a composite of the student scores by majors. The findings from this study demonstrate a close similarity in the CE and SW majors' occupational interests. The most significant category was the "S" category which shows a "high" in both majors toward work in teaching, social service, athletics, domestic arts and religious activities. Thus, both CE and SW majors demonstrated high interest in occupations correlating with their formal training. Figure 3.1 Comparison of CE and SW Majors' Occupational Interests CATAGORY: CE MAJORS SW MAJORS R Average 8 High Low 6 Average I Low 8 Average Low 8 Average A Low, Average 8 High Low 6 Average 8 High High E Low G Average Low 8 High C Low, Average 8 High Low 6 High The Kolb Learning Style Inventory (LSI) provides a self-descrip- tion test, based on experiential learning theory4, that is designed to measure student learning style preferences. The LSI identifies four differ- ent learning style modes: "Accomodator" (Concrete Experience and Active Experimentation), "Diverger" (Concrete Experience and Reflective Observa- tion), "Converger" (Active Experimentation and Abstract Conceptualization) 4Bibliographica1 references: Jung (1923); Goldstein and Scheerer (1941); Kris (1952); Bruner (1960, 1966), Harvey, Hunt and Schroder (1961); Rogers (1961); Flavell (1963); Kagan, Rosman, Day, Alpert and Phillips (1964); Hudson (1966); Singer (1968); Plovnick (1971,1974);Fry and Rubin (1972); Torrealba (1972); Kolb (1973); Kolb and Goldman (1973); Stabell (1973); Freire (1973); Growchow (1973). 4S and "Assimilator" (Abstract Conceptualization and Reflective Observation). The findings from this comparison study found no appreciative differences between the learning style preferences of the CE and SW majors (Table 3.1). The range of scores included all of the learning style modes listed in the inventory. It should be noted that the formal training in the CE and SW programs should incorporate methodologies that appeal to the different types of learning style preferences of the students. This information would help students understand how they prefer to learn and the effects this has in the type of field experiences they encounter. Table 3.1 Correlation of CE and SW Majors' Learning Style Modes ACCOMMODATOR DIVERGER CONVERGER ASSIMILATOR Mbdesi CB 5 AB CE 5 RO AB 6 AC AC 3 RO Mujors: CE 18 16 7 9 sw 11 9 ' 4 11 The freshmen entering the CE program are still in the process of exploring, questioning, sorting out and trying to discover whether Christian Education is the appropriate training program to meet their interests and career goals. The types of field experiences provided the freshmen major are short-term experiences that involve a one day or a week- end type of ministry (e.g., retreat counselor, day care helper, substitute church school teacher, etc.).' The freshmen volunteer fur and select three 46 different types of short-term, field experiences each term. The sophomores entering the CE program have already explored other majors and have decided to major in CB. They have completed the introductory courses and the career development tasks which help stimulate the students' thinking about occupational interests and goals. The sopho- more CE courses are designed to take the student further into the discipline with a focus on theory, personal and leadership development, theology, pedagogy and methodology. Based on the feedback received from the para- church personnel in the field, the sophomores should be placed in church education ministries (e.g., youth director, church school teacher or super- intendent, teacher trainer, Christian education director, mission outreach, etc.). The juniors are involved in extra "core" course work (e.g., independent studies, electives, research projects, practicums, etc.). Their required (core) courses involve curriculum and program development, media techniques, more pedagogy, theology and methodology. They are com- pleting their general liberal arts courses. Most of these students will be involved in the junior practicum cross-cultural experience in the Bahamas or in other cultures through the Taylor World Outreach program. The career development tasks are established to broaden students' perspec- tives of the ministry, goal-setting and decision-making. 'They are begin- ning to sort out and decide upon one of the major fourteen ministry divi- sions to complement their career goals. The juniors are usually placed in para—church.ministries of their choosing for their internship assignment in order to give them a different perspective of the ministry. Some of the 47 para-church ministries avaliable include: Young Life Clubs, Child Evan- gelism, Good News Clubs, Bible Club Nevement, Campus Life Clubs, delin- quency and counseling programs, singing groups, Bible study leadership, etc. The seniors are in a very unique situation. Their required course program is finished and most of the senior year is open to special electives that will complement their career interests and goals. The career development tasks involve skill development in resume writing, letter writing, interview techniques and job exploration. By now they will be sorting out specific Christian organizations in the major ministry field of their choice for interviewing and securing a job. Most of them will select and be involved in internship experiences similar to the ministry area in which they will be employed after graduation. Thus, the seniors are focusing on internship opportunities where they can apply their lib- eral arts training and their major field of study that will complement their interests and career goals. . The SW freshmen are taking introductory courses and are involved in some volunteer field work. This field work is prerequisite to entrance into the SW program. The SW freshmen are provided some short—term, field experience opportunities. These opportunities allow the freshmen to gain some insights and experience that relate to the SW formal training program. The SW sophomores must complete the pre-entry requirements into the SW program.befbre they are allowed to participate in the internship program. The course schedule includes introductory courses such as soci- ology, psychology, communications, Contemporary Social Problems, Consumer Economics, Explorations in Social Work and other liberal arts courses. They 48 must also have thirty hours of actual volunteer field work and completed the application papers for the SW program. Once these pre-entry require-. ments are fulfilled and approved, the sophomores enter Phase I of the SW program. Most of the SW majors entering Phase I of the SW program are juniors. The SW juniors complete the following SW courses and related courses: Social Welfare, Profession of Social Work, Child and Adolescent Psychology, Social Psychology, Abnormal Psychology, Psychology of the Personality, Marriage and Home Building and Ethnic and Minority Issues. Part of the SW juniors' requirement is that of participating in a struc- tured practicum during the January interterm or summer term. Once these requirements are fulfilled, the SW committee reviews the students' pro- gram and advises the students about their continuance in the SW program. If the students are approved, then they may enter Phase II of the SW program. In the senior year, the SW majors begin a very rigorous academic schedule and field experience. The major courses include: Social Policy, Selected Topics, Social work Process I 5 II, Social Research, Senior Cap- stone and Senior Seminar. During the spring term of the senior year, the SW majors are assigned to a thirteen week field experience. The senior SW majors live off campus during this time and work full-time in a field setting. This Opportunity provides.a longer term internship experience in order to develop skills in goal-setting, relating, applying formal training, problem solving and deve10ping a professional perspective. Some of the field work opportunities include:' Senior citizen homes, nursing 49 homes, medical hospitals, VA centers, Big Brother and Big Sister programs, public welfare, juvenile probation, children and youth homes, mental health centers, community centers, diversion projects, child welfare, migrant min- istries, counseling, recreation departments, residential treatment centers, Life Line youth work, etc. At the end of the senior year, the SW committee reviews and evaluates the SW students' competencies for graduation and for entering the field of social work. It is understood by the SW majors that the process of admission into any phase of the SW program involves an ongoing assessment process. This means that technically at any point of the students' residency in the program, students may be counseled into considering other majors. This procedure is designed to assure that students who enter into social work are both committed and willing to invest time and effort towards the total preparation of such a profession. Method for Sample Selection The sampling process used in this study is basically nonprobability sampling, specifically "purposive or quota sampling." Realizing that this type of sampling lacks the virtues of probability sampling, the researcher has been careful in describing the population and then establishing subsets that are proportionally representative of the population for interviewing. This sampling approach was necessary since the population is limited and relates primarily to the CE and SW'programs. Kerlinger (1973, p. 129) describes quota or purposive sampling as one sampling approach for interViewing that involves the researcher's expertise, knowledge and care in selecting proportionally representative 50 samples from the population. One form of nonprobability sampling is quota sampling, in which knowledge of strata of the population--sex, race, region, and so on--is used to select sample members that are representative, 'typical' and suitable for certain research purposes. Quota sampling derives its name from the practice of assigning quotas, or proportions of kinds of people, to interviewers. Such sampling has been used a good deal in public opinion polls. Another form of nonprobability sampling is purposive sampling, which is characterized by the use of judgment and a deliberate effort to obtain representative samples by including presumably typical areas or groups in the sample. The purpose of this study, the interview procedure and the population limits restricted the use of random sampling. Thus, the study lends itself to a nonprobability sampling approach. The following tables illustrate the process used for establishing a proportionally representative sample of the population. Table 3.2 indicates the significant characteristics and number of students who par- ticipated in field experiences during the 1977-78 school year in the CE and SW programs. There were fifty interns total in the CE program and thirty-five interns in the SW program. These post-interns (students with previous field experience) represent a class status of either sophomore, junior or senior. Table 3.2 indicates their sex and how many students are represented in each class. As mentioned earlier in the population descrip- tion, the students represent different religious denominations and socio- economic backgrounds. All students are caucasion in race and are unmarried. Their age range is from seventeen to twenty-six years. 51 Table 3.2 1977-78 Student Interns CLASS I NTE RN STATUS SEX TOTAL VJ Soph F 9 ' 5 M 4 E Jr F 13 ** M 12 "1 Sr F 8 U M 4 50 ”3 Soph F 3 5 M 2 E Jr F 10 " M 3 55 Sr F 15 M 2 3S Table 3.3 indicates an interview ratio that was arbitrarily established from Table 3.2 in order to provide a proportionally repre- sentative sample that is adequate in number for the study. Fifteen students (post-interns) who have already been involved in field experiences (1977-78 figures) were selected from each of the programs to be inter- viewed. Since the number of students per class status in each program varied, the researcher had to establish an approximate number of students in proportion to the 1977—78 figures. This matching procedure provides a near representative quota that was adequate for the Study. 52 Table 3.3 Student Intern Interview Ratio INTERVIEW INTERVIEW RATIO FOR RATIO FOR CLASS 1977-78 1978-79 STATUS SEX INTERNS INTERNS g Soph F 9--3 10-—6 ,n M 4--2 6-—3 E; Jr F 13--3 12--7 *‘ M 12--3 7--4 8 Sr P 8--2 O--O M 4--2 o--o Totals 50 15 35 20 2 Soph F 3--3 15--7 ,n M 2--2 3--3 g Jr P 10--3 11--7 “‘ , M 3--2 3--3 5 Sr F 15--3 o--o M 2--2 0--0 Totals 35 15 32 20 The interview ratio for the 1978-79 pre-interns was determined on a slightly different basis. In the CE program, there are thirty-five to forty freshmen and sophomores who are anticipating their first field experience during the 1978-79 school year. The junior and senior CE majors have already been involved in field experiences and therefbre cannot be included in the pre-intern subset fOr interviewing. Thus, twenty CE pre— intern freshmen and sophomore majors were selected for interviewing. Again, the number of pre-interns are not evenly balanced between sex nor class categories. 53 In the SW program there are thirty to thirty—five freshmen and sophomores who are anticipating their first field experience. Most of these SW students are female; therefbre the interview ratio of female to male is even higher. Thus, all the pre-intern males were included in the interviews in order to give a fair representative quota for the sex and class categories. The total number of SW pre-interns equals twenty for matching the CE pre-intern quota. Table 3.4 indicates a summary total of how many CE and SW stu- dent interns were interviewed that are proportionally representative of the characteristics and number of students listed in Table 3.3. Table 3.4 ' Total Intern Interviews 1977-78 INTERNS 1978-79 INTERNS U) 5 f2 15 Interns 20 Interns E to be to be [u Interviewed Interviewed U (D 3724 15 Interns 20 Interns E to be to be ; Interviewed Interviewed (I) A sample of seventy interviews have been conducted from the total CE and SW population. Forty pre-interns were interviewed and thirty post-interns were interviewed. 54 Interview Procedure The interview technique was employed as the study's primary instrument for eliciting and recording the data. The interview was a face- tovface verbal interchange between the interviewer and the student interns. The literature suggests a "semi-standardized" interview with a "funnel effect" in asking "open-to-close" questions. Maccoby and Maccoby (1954, p. 454) explains this type of interview in the following manner: ...in the interests of flexibility, the research worker sometimes specifies exactly a series of main questions, which are to be asked of everyone, but lists a series of optional sub-questions or probes which the interviewer is free to use or emit, depending upon the respondent's answers to the main questions. Since the research procedure includes a content analysis of the data, the semi-standardized approach dictates that the questions must be decided upon before the interview with the same wording and in sequence. This approach aided the interviewers in eliciting and recording the responses in the same sequence for content analysis. This approach also minimized error of "questions wording" and provided a more reliable, uniform response for measurement. The "funnel effect" of asking "open-to-close" questions allowed the respondents to recall spontaneously their perceptions while minimizing interviewer bias. At the same time, the questions gave guidance to the interview's purpose of eliciting data pertinent to the research questions. The interview questioning began with a particular topic, asking open ques- tions, and then followed with semi—closed questions on specific points of interest for the interview. 55 The social climate of the interview was also important. In this study, the interviewer assumed a responsive, person—to-person, cordial approach. This approach doesn't mean that the interview would be unstruc- tured. .An atmosphere of clarity, direction and genuine interest was created. The research of Bingham and Moore (1941) provided helpful suggestions for structuring the interview climate and the interviewer's manner for conducting the interview. The interview instrument and a tape recorder were employed for eliciting and recording the data. The tape recorder was introduced after a brief preliminary introduction about the purpose for the interview. The tape recorder allowed the interviewer to concentrate more on the responses given and thus allowed the interviewer to have a more natural conversation with the student intern. The instrument guided the conversation by listing the interview questions that were based on the research questions. The instrument also provided the interviewer with a format to note responses in an abbreviated form. Thus, by employing a tape recorder and an interview schedule, the interviewer was able to guide the interview in a structured, warm and responsive climate that produced data pertinent to the research study. Afterthe interview, time was provided for listening to the tape recording and summarizing the student's responses. At a later date, all responses were collated within categories for content analysis and mea- surement e 56 Instrumentation The interview schedule consists of two types (A and B) that correlate in question format(3ee Appendix A). Type A.was used in inter- viewing student interns who were entering their first field experience (pre- interns). Type B was employed for interviewing student interns who have already encountered a field experience (post-interns). As the interviews were being conducted, the respective interview questions for the two different types of interviews were asked, employing the "funnel effect" approach fer probing the student interns regarding their expectations. The interview schedule allowed for some immediate recording of student' responses in abbreviated form. The time for each interview ranged from thirty to forty-five minutes with a forty-five minute summary time right after each interview. If another interview was scheduled immediately after the previous interview, a fifteen minute break was scheduled befOre the next interview. The interview schedule was divided into three parts that coin- cided with the sequencing of the research questions. Part I of the sched- ule asked questions pertaining to the "kinds" of expectations the student intern had concerning the field experience (e.g., What (do or did) you hope to gain from this experience? What (are or were) your concerns about the experience? What personal strengths (are or were) you expecting to lend to the experience?). These questions were listed on the interviewer's .‘ 57 "Guide Sheet." In Type A of the interview schedule, these questions are listed in future tense; whereas in Type B the questions are listed in past tense. The correlation of responses in Part I of Types A and B were of significance in the content analysis. This same question format was also employed in Parts II and III of the interview schedule for correla- tion and measurement of the data. Space was also provided on the schedule for recording and abbreviating student' responses that gave content dir-‘ ection for Parts II and III. Part II of the interview asked questions relating to the "intensity" and "source" of the expectations recorded in Part I. The interviewer referred back to the kinds of expectations listed in abbrev- iated form in Part I and asked the question of intensity about each expectation (i.e., What intensity score would you give this expectation?). The interviewer circled the appropriate code number for the level of intensity as the student responded. The intensity scale was made up with five code numbers: INTENSITY SCALE a5. 1 = OPTIMISTIC ~ I (am or was) pretty sure I could fulfill this expectation. 3 = NEUTRAL - It (doesn't or didn't) matter one way or another pbout fulfilling this expectation. 5 = APPREHENSIVE - I (am not or wasn't) sure whether I could fulfill this expectation. 2&4 = IN BETWEEN OPTIMISTIC OR APPREHENSIVE The next set of questions of Part II related to the "source" of the expectations (e.g., How did you get this expectation? Did some pre- vious experience help influence this expectation? How? Did some other 58 person help influence this expectation? How? Did it originate with you? How?). Since the tape recorder was recording the conversation, the inter- viewer focused on the student' responses. After the interview, the inter- viewer played back the recording and listed the specific student responses related to the questions of "intensity" (I) and the questions of "source" (S) on the appropriate form. It was important not to lose the flow of conversation in this part of the interview. Part III of the interview schedule asked questions of "particular institutional importance" by having the student intern participate in a card sorting exercise. The procedure for this exercise had the student intern prioritize and rank order ten cards that listed expectation statements that were commonly noted in the literature, such as: l)adjusting to the new field environment, 2) meeting and getting along with new people in the field experience, 3) establishing a good relationship with the field supervisor, 4) learning how to perform one's job well, 5) developing self-confidence, 6) applying one's training effectively in the field experience, 7) understanding the organizational and authority structures. Three more cards were entered listing three of the most important expecta- tions stated by the student. After the student had arranged the cards in prioity order of importance ("importance" meaning intensity toward achieve- ment of the expectation), then questions of institutional importance were asked of the top five cards (e.g., How did your training at Taylor help you in achieving this expectation? In what ways did co-curricular activities help you? How could Taylor have been more helpful to you in fulfilling this expectation? How could the (CE or SW) program better prepare you in 59 fulfilling this expectation? Do you still have any unresolved expectations where you would like more help? Can you think of any unrealistic expecta- tions you may still have that you would like to talk about?). The flow of the conversation was very important during this part of the interview. Thus, the interviewer relied on the tape recorder for recording the student com- ments after the interview was completed. On the back of each cue card was a code. Space was provided on the Part III schedule form for recording this information in priority order for purposes of quantification and measurement. Validity_Concerns As stated earlier in Chapter II, no previous research was reported in the literature that identified a collation of student' stated expecta- tions. Thus, the design of the instrument had to be constructed specifi— cally for this study. Five educators were involved in the design of the instrument: The committee chairman, one educator from Indiana Vocational Tech and three educators from Taylor University (including the researcher). The wording of the interview questions had primarily three func- tions: 1) Do the interview questions elicit data that relate to the research questions? 2) Do the interview questions create a clear picture in the mind of the respondent concerning the subject being discussed? 3) Do the interview questions elicit data that provide reliable and valid information for measurement. Both Parten (1950) and Payne (1951) provided checklists for preparing interview questions that meet this criteria. Each educator made a thorough review of the instrument for content validity. The next step was that of pre—testing the instrument with a 60 sample of students for "face validity" and reliability. The instrument was not intended for predictive, construct or concurrent validity purposes. Reliability'ConCerns Eight students were pre—tested for this study. After each inter- view, the above three questions were asked of each student. The students observed that the instrument was readily understood and answerable. The student observations were consistent with each other and the interview questions asked. The pre-test did not lend itself to a "test-retest" for "stability" measures. After the interviews were completed, a collective comparative analysis of the student responses demonstrated a positive correlation to each other and the above "validity and reliability" questions. Thus, no modifications were needed for refining the instrument. A few suggestions were given for refining the interview procedure (e.g., "Have students themselves select the three most important expectations they listed in Part I of the interview and have the students write the expecta- tions on the blank cue cards for the sorting exercise in Part III of inter- view "). Again, no precedented criterion measures were available in the literature for the employment of standardized reliability coefficients for this type of study. Further research needs to be done in this area of concern . Pre-interview Tasks A series of meetings was held with CE and SW personnel for estab- lishing a proportionally representative sample of students for interviewing. The students were then notified and an interview time was established. The 61 first set of interviews scheduled involved the post-interns. This was done so that formulative feedback from the post-intern interviews would help refine the interview schedule and procedure for the second set of pre-intern interviews. The next task involved the selection and training of competent interviewers. Four interviewers were selected from the CE program for interviewing the SW interns, and five interviewers were selected from the SW program for interviewing CE interns (three faculty members and six seniors). This procedure helped guard against "interviewer bias" and student "social desirability" statements in the interview. Each interviewer was given a copy of the proposal to study. An appointment was then made by each inter- viewer to meet with the researcher to discuss the proposal and the interviewer's role. The researcher then took the interviewer through a sample interview so that the interviewer could experience the interview procedure and the employ- ment of the instrument. Another meeting was held with all the interviewers together. Each interviewer was given a list of students they would be interviewing with date, time and place. A set of "reminder" forms were given to each inter- viewer to fill out and send to the students they were interviewing two days before the scheduled interview. The interviewers were then given the appropriate interview schedule forms and other materials for conducting the interviews. The interviewers were also given a set of instructions to review before each interview (see Appendix A). 62 After reviewing the "Interviewer's Instructions" together, the interviewers observed another sample interview. They were instructed to write down the things they observed and any questions they had. A discus- sion followed the sample interview relating to the things they observed, questions posed and other details. A time was established for regrouping after the first set of interviews for feedback and modification of the interview procedure and instrument (if need be) before the next set of interviews. Interviewer Feedback During the week of the first set of interviews, the interviewers met daily on an individual basis with the researcher for feedback. Assis- tance was given to the interviewers regarding any questions they had or problems encountered. There were a few times when students did not show up for an interview and had to be rescheduled. Also, insights gained by the interviewers about the interview procedure were shared with the researdher who in turn shared them with the other interviewers during the week. After the first set of post-intern interviews were conducted, the interviewers met again as a group for review purposes. Suggestions were given for probing the students in areas that seem vagued to them (e.g., in Part III, adding the question: "Can you think of any courses you have had?" to question #1). Also, students seemed to have a difficult time identifying co-curricular activities at Taylor that helped them in their field experience expectations. Thus, the interviewers made a list of these activities for suggesting to the students after the initial question was asked and difficulty occured by the students in answering the question. The 63' list of suggestions were added to the "Interviewers Guide" sheet for the following week of interviews. Overall, the interviewers observed that the interviews went very well and that the students did not have any major problems understanding and answering the questions. Most of the expecta- tions stated by the students were similar or related to the cue card expec- tation statements that were derived from the literature. Thus, the second set of pre-intern interviews were conducted. The same feedback procedure was followed during the second week of interviews. The interviewers reported to the researcher on a daily basis. Very little difficulty was encountered by the interviewers through- out the interviews. The students had a difficult time answering the ques- 'tions in Part III. This was expected since most of the pre-interns were freshmen. Their formal training in CE or SW was limited to one or two courses and they found it difficult relating how their formal training would help them in fulfilling their expectations as they anticipated their first field experience. Their involvement in co-curricular activities was also limited. The students did very well in articulating their anticipated expectations, as well as the intensity and source of the expectations. After the second week of interviews was completed, the interviewers returned the data to the researcher for content analysis. Procedure for Content Analysis The raw data were subject to a content analysis procedure. The researcher constructed a category index that partitioned, coded and provided qualification and quantification measures for the student responses. This procedure allowed for systematic measurement and interpretation of the data. 64 Since the nature of this study requires more of a qualitative procedure in the content analysis, quantification of the data supports the qualita- tive process. As Berelson points out: (1954, p. 495) Strictly speaking, the quantification aspect of content analysis is seldom applied to such interviews--part1y .hecause the Coding rarely requires such intensive analy- sis, 'partly because the materials would not ordinarily support it (i. e., they are too far from the a verbatim account of what the respondent actually said), and partly because the meaning of the quantification would rest upon dubious assumptions about repetition, exten- sion of remarks, etc. The coding procedure is similar to content analysis in that it involves the codification of verbal materials which can take many diverse forms and still 'mean' the same thing, in terms of the categories under which they are subsumed. But there the similarity usually ends. Thus coding is based upon the presence or absence of the categorized materials, not upon its frequency--upon whether, not how much. Upon receiving the interview data from the interviewers, the re- searcher grouped the data according to its respective subsets. The data was then categorized and coded for qualification and quantification pur— poses. Counsel was given by Michigan State University's Office of Research Consultation for the content analysis procedure. Charles Bromley, professor at Indiana Vocational Tech, was consulted for cross-tabulating and mea- suring the data. Thus, the format of the interview schedule elicited and recorded data that required qualification into appropriate categories and quanti- fication. Most of the data required sorting and partitioning within expect- tation categories. Codes were assigned to the student expectation state- ments for partitioning. Once the data was reduced to intelligible par- titions, interpretation was made on the findings. 6S Summagy Chapter III described the research design and methodology for the study. The primary focus of the study concerns CE interns who are preparing for religious occupations. The research questions were designed to inquire about the kinds, intensity and source of their expectations, and the effects curricular and co-curricular activities had on the student interns' hopes and concerns about their field experience. The sampling process used in the study was basically nonprobability sampling. The sampling approach was necessary since the purpose for the study, the interview procedure and the population limits restricted the use of random sampling. A proportionally representative sample of the population was established for the interviewing procedure. The instrument was then pre-tested with a high correlation of student intern responses for the interview questions. Some modifications were made in the interview procedure. The interview technique was described illustrating how student intern expectations were elicited and recorded. Qualified interviewers were selected, counseled and trained for conducting the interviews. Appro- priate materials were provided for the interviewers. The interview schedule was role-played with each interviewer. Formulative feedback was received on a daily basis from the interviewers for constant modification of the interview procedure and instrument. The data were subject to a content analysis procedure. Consulta- tion was sought from Michigan State UniverSity's Office Of Research Consul- tation for analyzing the data. Chapter IV describes the findings. Introduction CHAPTER IV FINDINGS Chapter IV reports the findings in the following areas: 1) kinds of expectations reported by the students, 2) the intensity of these expectations, 3) the-source of these expectations, 4) priority ranking of expectations, 5) effects of curricular and co-curricular activities, and 6) unresolved and unrealistic expectations reported by the students. The content analysis of these findings provides information relating to the following research questions: 1. Questions about Kinds, Intensity and Sources of Expectations: la. 1b. 1c. 1d. What sorts of expectations are reported? What are the levels of intensity associated with these expectations? What sources do students identify for partic- ular hopes? What sources do students identify for particular concerns or anxieties? Questions of Particular Institutional Importance: 2a. 2b. 2c. In what ways are particular curricular experiences identified among the students' hopes for the internship experience? In what ways are particular curricular experiences identified among the students' concerns and anxieties for the internship experience?” What sorts of references to co-curricular experi- 66 67 ences are cited in reference to students' hopes about the internship experience? 2d. What sorts of references to co-curricular experi- ences are cited in reference to students' , concerns and anxieties for the internship experi- ence? 2e. What sorts of evidences are there in these expec- tations that the preparatory activities are having any effects? 2f. What evidences are there of further needs that give curriculum mandate to these preparatory experiences? 2g. What are the unresolved concerns of the student interns? 2h. What are the unrealistic hopes that should be dealt with more adequately in the CE and SW curricula? As stated earlier in the "Content Analysis" section of Chapter III, the nature of this exploratory study requires more of a qualitative approach to the content analysis procedure. The qualitative approach is emphasized for three basic reasons: 1) the study is not primarily con- cerned with "how many" of the same kinds of responses are given by the students, rather "what" Specific kinds of responses are recorded; 2) the interview procedure ("semi-standardized" interview with a "funnel effect" in asking "open—to-close" questions) lends itself to qualification of verbal data within descriptive categories for responding to the research questions; and 3) the limited size of the sample does not yield a significant amount of quantifiable data. Thus, an emphasis is made on categorizing and qualifying the data in descriptive terms. Less emphasis is placed on quantifying the data unless the quantification protedure helps clarify the qualitative process. Therefore, the data were partitioned and categorized in the 68 following subsets: 1) CE Pre-interns, 2) SW Pre-interns, 3) CE Post- interns, and 4) SW Post-interns. A comparison of the data was made between the following subsets: 1) CE and SW Pre-interns, 2) CE and SW Post-interns, and 3) CE/SW Pre-interns and CE/SW Post-interns. The data comparison served three purposes: 1) What significant differences and congruencies are reported by the CE and SW students in their expectations? 2) What conclusions and recommendations are derived from the study for improving the students' professional develoPment and the CE/SW internship programs? 3) What hypotheses can be formulated for further empirical research? Thus, Chapter IV is divided into six parts: 1) Introduction, 2) Analysis of Student Stated Expectations, 3) Analysis of Priority Expectations, 4) Analysis of Curricular and Co-curricular Effects on Student Expectations, 5) Analysis of Unresolved and Unrealistic Expec- tations, and 6) Summary. Analysis of Student Stated Expectations The first task of analyzing the student expectations was that of developing a category index. The researcher reviewed each of the seven hundred and thirty-one student responses listed on the interview schedules, under the heading "Kinds of Expectations." The review identified five major categories with sub-categories and their descriptors. The five major categories derived from the stu- dent responses' related to: l) "Interpersonal" expectations, 2) "Field Environment" expectations, 3) "Application of Prior Learning" expecta- tions, 4) "Intern Development" expectations, and 5) "Effects of Field 69 Experience" expectations. A listing of the student. descriptors, was formulated for each category. The listing of categories and their respective descriptors was summarized and a "Rater Form" was designed for coding and partitioning each student response into appropriate categories. The "Interpersonal" category had three sub-categories: l) helping, 2) relating, and 3) communicating with others. Some of the descriptive terms used by the students for describing "Interpersonal" expectations were: counseling, mediating, encouraging, motivating, disciplining; caring, showing compassion and interest, being sensitive and open, approaChable, leving, accepting, understanding, empathizing, patient, modeling; learning about others' needs, concerns, problems and how others should be treated; understanding how behavioral change occurs; understanding group dynamics and development; use of humor; listening, g confronting, understanding verbal and nonverbal communication; commun- icating and working with Supervisors, co-workers, different age groups, clients, students, patients and families. The "Field Environment" category had two sub-categories: 1) learning about and 2) adjusting to the field environment. Some of the descriptive terms used by the students for describing "Field Envi- ronment" expectations were: understanding the organization's purpose, goals, policies, procedures and authority structure; understanding intern's role and degree of involvement; type of supervision and training provided; evaluation procedures; remuneration and other benefits provided; others' expectations for the intern; intern's adjustment of 70 one's own expectations; learning to be flexible and adaptable; employing observation skills for understanding and adjusting to peculiar problems and different ways of doing things in the work situation. The "Application of Prior Learning" category had five sub- categories: 1) application of formal training, 2) application of past experience, 3) application of personal ideas, 4) gaining community edu- cation, and 5) recycling field experience. Some of the descriptive terms used by the students for describing "Application of Prior Learning" expectations were: application of formal training of knowledge, methods, models, materials, curricula, programs, other resources; musical, sports and recreation training; application of past experience gained from informal or non-formal learning in other situations; application of personal ideas for experimentation; gaining community education along with formal training and work experience; recycling field experience gained into the classroom setting. The "Intern Development" category had two sub-categories: 1) professional competencies and 2) personal traits. Some of the descriptive terms used by the students for describing "Intern Develop- .ment" expectations were: appreciating differences and developing mutual respect; learning how to follow other types of leadership styles while developing and employing one's own leadership abilities; organizing and managing; problem-solving and decision-making; management of time; performing work assignments effectively and handling responsibility; integration of faith with work (e.g., helping others grow morally and spiritually; exercising one's "spiritual gifts"); gaining practical 71 experience and insights; developing interviewing and writing skills; developing training and teaching competencies; evaluation techniques; understanding and developing self-confidence, self-esteem, self-enrichment, self-maturation, self—evaluation and self-concept; developing assertiveness; discovering personal limitations, values, abilities, talents and other assets; coping with failure, mistakes, fears, stress and anxieties; moral and spiritual growth; maintaining objectivity; developing creative abil- ities; understanding independency and interdependency relationships; enthusiasm; experiencing success. The "Effects of Field Experience" category had three sub- categories: 1) field work, 2) formal training, and 3) career orientation. Some of the descriptive terms used by the students for describing "Effects of Field Experience" expectations were: gaining a better understanding of particular field work; feed-back on whether or not student enjoys this type of work; how student affected others; insights gained on how formal training relates to field work; feedback on whether or not this type of formal training is further desired by student; need for further training in this major area; broaden vocational perspective; commitment reinforced toward this vocation; transition from student intern status to semi- professional status. The next task in analyzing the student expectations. was that of constructing a "Rater Form" for coding and partitioning each student response into the appropriate categories (see Appendix E0. The "Rater Farm" was carefully constructed with rater directions for analyz- ing the student responses. The above categories and their respective 72 descriptors were listed on the "Rater Form" with a category code number for each category. Three raters were secured for coding the ‘student responses. The researcher met with each rater on separate occasions and explained the directions for coding the responses. The raters were given a demonstration of the coding process by the researcher. Each rater did one sample of a student's responses with the researcher present in order to ask any questions about the procedure. The raters then proceeded to code the responses on their own. After the raters completed this task, the researcher conducted a "Interrater Reliability" study of the raters' findings. The Coeffi- cient of Interrater Agreement for categorizing the student expec- tations was found to be .94. Originally, seventy interviews were established for the sample. Actually, sixty-five interviews were conducted. The mortality rate of five interviews occured primarily in the SW interviews. Two female students (one CE major and one SW major) dropped out of the programs after the sample had been established. One SW'male dropped out of the program and two SW’males.did not attend the interviews even after;two , appointments were scheduled. The trade-off of three students drOpping out of both programs did not bias the internal or external validity of the study in any appreciable degree since the sample was determined by selecting a quota sample proportionately representative of the population. Since the population declined by three students, the sample quota also declined proportionately. As the findings will demenstrate,' the 73 quality and quantity of the student responses were sufficient for general- izability purposes among CE and SW majors. Table 4.1 is a summary of category responses for the student expectations. The purpose of Table 4.1 illustrates the number and‘ percentage of student responses in each category within the respective subsets. Table 4.1 Summary of Category Responses for "Student Stated" Expectations NUMBER AND PERCENTAGE or RESPONSES FOR SAMPLE susssrs CATEGORIES: CE Pre-interns SW Pre-interns CE Post-interns SW Post-interns (19 Students) (17 Students) (15 Students) (14 Students) INTERPERSONAL 85 (41:) 61 (371) 73 (34%) 53 (36:) exv§§§§3E~T 9 ( 4:) 15 ( 9:) 27 (134) 17 (11%) Qgigéctziggig: 16 ( 8:) 1o ( 6:) 21 (10$) 14 ( 9:) DevéfgfingT 74 (36:) 54 (331) 7a (37:) 52 (35:) EttfnTgxgtRiggcs 22 (11:) 24 (15:) 13 ( 6:) 14 ( 94) TOTAL: 206 (1004) 164 (100%) 212 (100%) 150 (100:) Table 4.1 indicates a substantial percentage pattern of student responses for "Interpersonal" expectations and "Intern Development" expectations in all four subsets. The next substantial per- centage pattern between the CE and SW pro-interns illustrates a concern about the "Effects of the Field Experience;" whereas the CE and SW'post— interns indicate a concern for "Field Environment" expectations. The expectation percentage patterns betWeen the CE and SW pre-interns are 74 very consistent. A similar percentage pattern holds true between the CE and SW post-interns. Thus, the percentage of responses within the cate- gories illustrate consistent patterns between the respective subsets for the content analysis. After the student responses were coded and partitioned within the respective categories, the data findings were collated within the four subsets. Figures C.l - C.20 (see Appendix C) represent a colla- tion of the student responses in their respective categories by subsets. This part of the content analysis procedure helped organize the data for analyzing the following research questions: 1) What sorts of expectations are reported? 2) What are the levels of intensity asso- ciated with these expectations? 3) What sources do students identify for particular hopes? 4) What sources do students identify for parti- cular concerns and anxieties? What sorts of expectations are reported? The first part of the interview procedure was concerned with identifying the "kinds" of expec- tations the students had for their re5pective field experiences. Four questions were asked of the students: 1) What (did or do) you hope to gain from this experience? 2) What (were or are) your concerns about the experience? 3) What else (did or do) you expect from this experience? 4) What personal strengths (were or are) you expecting to lend to the experience? Table 4.1 (a summary of category responses for Appendix Figures C.l - C.20)indicated that all four subsets identified expectations for help- ing, relating and communicating effeCtively with others; learning about and 7S and adjusting to the field environment; knowing how to apply prior learning in the field experience; developing and applying professional competencies and personality traits; and gaining feedback relating to field work performance, effectiveness of formal training and for career orientation. A listing of the specific terms used by the students to describe these major category expectations was stated earlier in the chap- ter and are specifically collated in Appendix Figures C.l - C.20. Basically, the same descriptors were used by the students in all four sub- sets. As Table 4.1 indicates, the percentage of student responses for each subset was fairly consistent between CE/SW pre-interns and the CE/SW post-interns. What are the levels of intensity associated with these expec- tations? The second part of the interview procedure was concerned with identifying the "level of intensity" and "source" of each student expectation. The level of intensity for each expectation focused on the importance of achieving the expectation. The student was asked to rate each expectation by assigning a number to the expectation by responding to the following scale: INTENSITY SCALE 1 = OPTIMISTIC - I (am or was) pretty sure I could fulfill this expectation. 3 = NEUTRAL - It (doesn't or didn't) matter one way or another about fulfilling this expectation. 5 = APPREHENSIVE - I (am not or wasn't) sure whether I could fulfill this expectation. 264 IN BETWEEN OPTIMISTIC OR APPREHENSIVE 76 Figures 4.1 - 4.5 illustrate the number and percentage of respon- ses for each category subset and the intensity level range. It should be noted that the number of category responses will vary in each subset because of the number of students interviewed in each subset. Table 4.1 should be referred to for an accurate perspective of the category response percentages in each subset. Thus, a proper interpretation of Figures 4.1 - 4.5 should focus more on the "level of intensity" and its relationship to the "percentage of responses" for each category subset. Figure 4.1 illustrates an "Optimistic" level of intensity for student achievement of "Interpersonal" expectations in all four subsets. This is consistent with the high percentage of responses in Table 4.1 for all subsets. Thus, student expectations for this category demonstrate a high percentage of responses and a level of intensity that was "Optimistic" for achieving "Interpersonal" expectations in all subsets. Figure 4.2 illustrates a variation in levels of intensity. CE and SW pre-interns were basically "Optimistic" about achieving "Field Environment" expectations. The CE post-interns varied in their optimism and apprehension. The SW post-interns' scores were basically "Apprehen- sive." Subset comparisons would not be significant because of the low number of responses in this expectation category. Figure 4.3 also illustrates a variation in levels of intensity. The CE pre-interns and post-interns indicate an "Optimistic" level of intensity for achieving "Application of Prior Learning" expectations. The SW pre-interns and post-interns varied in their Optimism and appre- hension. Thus, most of the CE interns were "Optimistic" about achieving 77 “on.au. .am.H. mam.om. noncomoom mm .uueoeaam «a. MZKHHZHIBWOG 3m OH ma on. mN On mm a? _sasuoasaa so aaawnn .oh.nnv .ao.m. ~om.o>. noncomeoz mp anucoosum mfl. mammazuuamom mu L! 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S 3 2 S m 3 m 2m .3 m 3 a «a «a «a X engaw cum. on m 94. m ma m mum ...N m ...N m m m m m on w on m . on s on s 3 3 3 "M S S 3 mm an an mm 5.3. 2....3. 26.3. 3 SEE :13 3.63 2. .323. 3a.: 5.3. 3. 36.2. 2.: 26.2.. 8 commenced an mammogram on . commence“ on g economies v» f .mucuesum «a. .mueoesum no. .mucoeaum AH. . .uuemeaum «as. mzumBzHlamoa 3m mZNmBZHIBmom no. mZKMBZHImmm 3m mzuNBzHlnmm NU neoaueuoomxm guacamode>oa 535.. ...—on .938 ”2:5 moan—~35 no nos ranch anomeuou v.v 0a.: 81 NFHmZNHZH hO Afl>fld n . c n a a Avv.nuv .au.h. gov.ah. norcomoom va . movemeaum «A. mzmwBZHlfimom 3m ur' a) \/ OH I“ H U) (V SSSNOdSHH JO XSENQN O N O M 64 mov.mH. ..o. ..o.vm. noncomnom nu muueoesum ma. mzmmaanamom mo. c: as c: a) c: u: N) cw IV .4 .4 SSSNOdSEH JO HHEHDN In n 64 mon.a...ap.oa. .ooqms. noncommoz on .uucwesum pa. mZMHBZHIfimm 3m _ om ma oa m~ on mm ov SSSNOdSSX so HZEHDN OH ma on mm on SSSNOdSSK JO XSEHDN mm ..«.o~. ..~.m. .os.ups 6. nooeomeom an .uucoesum may mzmflBZHlflxm NU 1‘ 4 A! 1‘4 ecowuouoomxm geocowuomxw macaw no uuoomum: uou mouoow Ho>oq hauncoumn no cocoa . .o>wm hwomouoo n.v «anus». 82 expectations in this category; whereas most of the SW interns varied in their optimism and apprehension for applying formal training in the field work experience. Figure 4.4 illustrates a fairly "Optimistic" level of intensity for student achievement of "Intern Development" expectations in all four subsets. This is consistent with the high number of responses in Table 4.1 for all subjects. Figure 4.5 illustrates an "Optimistic" level of intensity for student achievement of "Effects of Field Experience" expectations (i.e., receiving feedback relating to field work performance, effectiveness of formal training and career orientation). This "Optimistic" intensity held true for all subsets. Thus, all four subsets indicate an "Optimistic" level of intensity in the following categories: 1) "Interpersonal" expectations, 2) "Intern Development" expectations, and 3) "Effects of Field Experience" expectations. The following categories indicate a variation in the intensity levels: 1) "Field Environment" expectations and 2) "Application of Prior Learning" expectations. The only subset that indicated an "Optimistic" level of intensity for all expectation categories was the CE pre-intern subset. The SW pre—interns and the CE post-interns were "Optimistic" in all the expectation categories except for one category where the student responses were fairly divided between optimism and apprehension. The SW post-interns was the only subset that was "Appre- hensive" in one of the expectation categories ("Field Environment"). After each expectation was rated by the students during the interview, the students were asked the question: "Why (is or was) this 83 expectation important to you?" The following reasons given by the stu- dents were collated in Figures CL1-C.20. The student responses given were duplicated in most of the categories by all four subsets. Thus, it would be repetitious to list the responses by category and subset separ- ately. A summary of the student' reasons for achieving their expectations . are as follows: Desire to Work with and Help Others: *Help others by accepting, loving, caring, listening, understanding and sharing with them *Learn how to establish relationships *Learn how to establish rapport with others for building trust *Help others gain confidence and sense of worth *People should be treated with respect *Help others express themselves more adequately *Provide fun activities and recreation *Gain experience relating and communicating with others *Fulfill Christian commitment (faith with work) *Be a model (demonstrate human concern for others) *Learn about different levels of human development *Understand needs and problems of others *Meet and appreciate different people . *Learn how to handle others' expectations of oneself *Gain group work experience *Accomplish human goals and be useful *Gain acceptance of others *Gain and share new insights with others Self Development: *Gain self-confidence *Gain self-esteem *Gain self-knowledge *Become more self-motivated *Become more self-sufficient *Become more self-fulfilled *Learn how to deal with fears and inadequacies *Learn how to counsel better *Learn better through making mistakes *Learn how to sort out and set personal priorities and goals *Learn how to manage one's time 84 *Develop creativity *Learn about oneself from others *Develop speaking skills *Learn how to handle responsibility *Learn how to problem-solve Gain Field Work Experience: *Gain a better understanding of organizational work *Opportunity to apply formal training (purpose of education) *Learn best by interacting in a field environment *Opportunity to apply special abilities, gifts, and talents *Opportunity to develop job skills and learn how to do a good job *Opportunity for developing leadership and teaching skills *Opportunity to gain an appreciation of one's education and its worth *Opportunity to use one's musical and athletic abilities *Gain a better understanding of methods *Broaden one's perspective of the vocation for career decision-making *Gain an understanding of community influences on agency work *Learn about other field resources *Learn how to relate with other professionals *Opportunity for financial remuneration for educational expenses *Provides an opportunity to fulfill internship requirements Thus, the “collation of student reasons for achieving their expectations is directly related to the major category expectations 18V all four subsets. It should be noted that even though the students Icited some of their expectations with a number 3, 4 or 5 ("doesn't matter if? I fulfill this expectation" or "wasn't sure I could fulfill this expec- tation"), the students still felt the expectations were important and ga\re reasons for achieving these expectations. 85 What sources do students identify for particular hopes or con- cerns for their expectations? The student responses to this question were collated in Appendix Figures C.l - C.20. The same type of responses were repeated in all the major category expectations by each subset. Thus, the "source" responses were summarized in the following categories. A total for the responses follows each category (e.g., "Past Experience" [235]). "Source" Categories for Expectations *Self needs, goals, abilities and personal values (340) *Past experience (235) *Influence of others, family 8 society (88) *Academic: classroom knowledge, experience and requirements (71) *Christian mandate: Scriptures, Church and God (27) *Professional development and career goals (11) *Job expectations (7) The most frequent stated source of student expectations focused primarily on the students' personal values and their self needs and goals. The students' past experiences help influence their hopes and concerns for field work expectations. Many students felt that their discussions with others (friends, field workers, professors, other pro- fessionals) helped them gain a perspective for what to expect in their field work. Family and societal influences were suggested as factors that directed the students into vocational training for helping people. Knowledge and experience gained in fermal training broadened their under- standing of Christian ministries and social work opportunities. The students' commitment to help others in their development was significantly influenced by their Christian background and religious commitment. Other major sources influencing student expectations were job expectations, pro- fessional development and career goals. 86 At this juncture in the content analysis of the student stated expectations, the categorization process was explained and the research questions relating to the kinds, intensity and source of the expectations were examined in reference to the data findings. The data were categorized and collated in Appendix Figures (1.1 - c.2o, Table 4.1 summarized Figures (3,1 .. C.20 illustrating the percentage of responses for each major expectation category within the respective subsets. Figures 4.1 - 4.5 illustrated the number and percentage of responses for each category and subset in relationship to the intensity level of the student responses. A summary of the students' reasons concerning the importance of the expectations was presented. Finally, a summary of the expectations sources was described. The next phase of the content analysis will focus on student prioritizing of seven expectations derived from the literature and three expectations selected from the students' listing of their own expectations. Analysis of Student Priority Expectations Part III of the interview procedure began with a card sorting exercise. The exercise was a prerequisite step in helping each student answer the questions that related to the effects curricular and co-curric- ular activities had on five priority expectations. The exercise proce- dure had each student prioritize in order of importance ("importance" meaning intensity toward achievement of these expectations) seven expec- tations derived from the literature and three expectations selected by each student from their list of "student stated" expectations. Each of , the ten expectation categories had a code number assigned to the back 87 of the cards for the sorting exercise: Card Code #1 ("Developing Self- Confidence"), #2 ("Adjusting to the New Field Experience"), #3 ("Having a Good Relationship with Field Supervisor"), #4 ("Meeting and Getting Along with New People"), #5 ("Applying My Training in the Field"), #6 ("PerfOrming My Job Well"), and #7 ("Understanding the Organizational and Authority Structures of Agency"). Card Code Numbers 8 - lO varied in category titles since each student selected different expectations from their list of "student stated" expectations in Part I of the interview procedure. During the interview, each student arranged the expectation cards in priority order. The cards were then collected in that order. After each interview, the interviewers listed the card code numbers in priority order on the "Interview Response/Observation Form" for Part III of the interview (see Appendix A). Thus, after the students completed the card sorting exercise, questions of institutional importance were asked of the top five priority expectation categories. The content analysis of the student responses to these questions is reported in the next section "Analysis of Curricular and Co-curricular Effects on Student Priority Expectations." Therefore, (the findings for this part of. the. content analysis have been organized in this order: 1) CE Pre-interns, 2) SW Pre-interns, 3) CE Post-interns, 4) SW Post-interns, and 5) Summary of Comparative Findings between Subsets. There were nineteen CE pro-interns who participated in the card sorting exercise and ten card sorts for each student; thus, one 88 hundred and ninety card sorts altogether. Table 4.2 is a summary of the card sort responses in priority order fOr each of the ten categories. Table 4.2 Summary of Priority Expectation Responses for CE Pre-interns CARD CODE NUMBERS FOR EXPECTATIONS "STUDENT STATED" DERIVED FROM LITERATURE EXPECTATIONS PRIORITY «1 42 :3 #4 #5 06 I7 «3 49 410 TOTAL: ORDER: Number of Student Expectation Responses 1 1 ' o o 2 o 2 o 13 1 o 19 2 s 1 1 2 2 1 o s 2 1 19 3 3 1 o 3 2 s o O s o 19 4 3 o 1 3 2 2 o 1 s 2 19 5 2 2 o 2 4 3 o o 3 3 19 SUB-TOTAL:® 4 2 Q9 Q9 Q3) 0 Q9 6 9s 6 1 1 3 3 2 2 o o 2 s 19 7 2 3 1 2 3 1 o o 1 6 19 a 1 7 1 o 2 1 6 o o 1 19 9 o 2 4 2 1 o 10 o O o 19 10 1 3 3 o 1 2 3 o o 1 19 SUB-TOTAL: 5 ® ® 7 9 6 6:) O 3 ® 95 TOTAL: 19 19 19 19 19 19 19 19 19 19 190 The left hand column (top to bottom) represents the priority order. The top column (left to right) represents the card code numbers for the expectation categories derived from the literature and the "student stated" list of expectations. The number of expectation responses are.listed under each category code number with sub-totals and totals. Circles have been placed around the majority of expectation responses for each category. This circling device helps illustrate the priority level (top five priority level or bottom five priority level) of each expec- tation category's location. The CE pre-intern' expectation categories that were derived from the literature and frequently listed in the top five priority level were: Card 89 Code #1 ("Developing Self-Confidence"), #4 ("Meeting and Getting Along with New People"), and #6 ("Performing My Job Well"). The borderline expectation category derived from the literature was: #5 ("Applying My Training in the Field"). The bottom priority level expectation cate- gories derived from the literature were: #2 ("Adjusting to the New Field Experience"), #3 ("Having a Good Relationship with Field Supervisor"), and #7 ("Understanding the Organizational and Authority Structures of the Agency"). The majority of the "student stated" expectation categories were listed in the top five priority level. This seems to illustrate the overall importance students placed on the selection of three expectations from their "student stated" expectations over the expectations derived from the literature. The following list of priority "student stated" expectations (Card Code Numbers 8 - 10) are given in priority order. Priority Priority "Student Stated Expectations" (Card Order: Code #8 - 10) Listed By CE Pre-interns #1 *Opportunity to care fOr others *Building self-confidence *Grow spiritually *Spiritual growth *Self-confidence *Grow spiritually *Help others work together . *Spiritual growth through the experience *Love people (opportunity to) *Career orientation *Experience gained working with kids *Gain self-confidence *Integration of classroom knowledge and job *Grow 90 #2 *Deepening of spiritual life *Gain a better understanding and concern for less privileged people *Find out if CE should be my major *Availability to kids when they need me *Communication *Meet personal expectations *Valuable for mission work preparation *Gain self-confidence *Gain insight for determining if this is the type of work fOr me *Gain self-confidence #3 *Develop ability to listen and understand those working with me *Learn more about self *Learn what to do in a given situation #4 *Develop leadership qualities *Discovering my abilities *Getting along with people *Ability to express myself *Find out if I enjoy working with children *Learning how to relate to others *Relating to people's problems *Help kids spiritually *Fear of failing #5 *Learning how to get along with others *Opportunity to exercise "Spiritual gifts" (helps) *Give of myself through personal experiences *Gain experience for self-confidence and getting a job *Learn how to motivate people *Develop empathy with others Many of these priority "student stated" expectations are directly related to the following expectation categories derived from the literature: Card Code #1 ("Developing Self-Confidence") and #4 ("Meeting and Getting Along with New People"). From the list of’priority "student stated" expectations, emphasis was placed on 1) seldeevelopment 2) personal spiritual growth, 3) career orientation, 4) developing inter- 91 personal skills, 5) gaining practical experience, and 6) opportunities to help others. There were seventeen SW pre-interns who participated in the card sorting exercise and ten card sorts fOr each student; thus, one hundred and seventy card sorts altogether. Table 4.3 is a summary of the card sort responses in priority order for each of the ten categories. Table 4.3 Summary of Priority Expectation Responses for SW Pre-interns CARD CODE NUMBERS FOR EXPECTATIONS "STUDENT STATED" DERIVED FROM LITERATURE EXPECTATIONS PRIORITY :1 42 I3 14 us 16 17 Is :9 :10 TOTAL: ORDER: Number of Student Expectation Responses 1 2 O o 1 1 -2 o 11 o o 17 2 1 1 1 2 2 1 2 4 3 o 17 3 2 1 2 3 1 o o 1 6 1 17 4 1 '3 o 3 1 1 2 o s 1 17 s 2 o 2 3 2 1 o I 2 4 17 SUB-TOTAL: 8 s 5 ® 7 s 4 @ 6 as 6 o 6 1 3 '1 2 2 o o 2 17 7 2 o 2 o 2 s 2 o o 4 17 s 1 2 1 1 2 3 3 o 1 3 17 9 2 3 s o 2 1 3 o o 1 17 10 4 1 3 1 3 1 3 o o 1 17 SUB—TOTAL: @ ® ® 5 Q2) @ o 1 ® 85 TOTAL: 17 17 17 17 17 17 17 ' 17 17 17 170 The SW pre-intern' expectation categories that were derived from the literature and frequently listed in the top five priOrity level were: Card Code #4 (Meeting and Getting Along with New People"). The borderline expectation category derived from the literature was: #1 ("Developing Self-Confidence"). The bottom priority level expectation categories' derived from the literature were: #2 ("Adjusting to the New Field Experience"), #3 ("Having a Good Relationship with Field Supervisor"), 92 #5 ("Applying My Training in the Field"), #6 ("Performing My Job Well"), and #7 ("Understanding the Organizational and Authority Structures of the Agency"). The majority of the "student stated" expectation categories were listed in the top five priority level, except for Card Code #10 category (middle priority range, #5-8). Again, this seems to illustrate the overall importance students placed on the selection of three expec- tations from their "student stated" expectations over the expectations derived from the literature. The following list of priority "student stated" expectations (Card Code Numbers 8 - 10) are given in priority order. Priority Priority "Student Stated Expectations" (Card Order: Code #8 - 10) Listed By SW Pre-interns #1 *Gaining practical experience *Exhibit a real love fOr kids *Gain career orientation *Opportunity to work with the whole person and needs *Gain career orientation *Gain career orientation *Integration of faith with work *Integration of faith with work *Developing relational skills *Understanding the mind-set of the people serving *Gain career orientation #2 *Developing self-concept *Application of formal training *Developing communication skills *Self maturity in handling responsibility *Understanding of others *Gaining self-acceptance of others *Integration of faith with work #3 *Developing interpersonal skills *Integration of faith with work 93 *Exhibiting concern and care for others *Developing communication skills *Learning about my abilities *Show love for others *Learning how to handle tough situations *Observe organizational structure *Application of decision-making skills #4 *Learning about my abilities *Developing a good relationship with my supervisor *Gain new insights *Develop interpersonal skills *Learn how to relate with kids *Developing a good relationship with supervisor #5 *Develop communication skills *Be a good model to others *Develop interpersonal skills *Learning about my abilities *Learning about legal problems and how to solve them - *Helping others Many of these priority "student stated" expectations are directly related to the following expectation categories derived from the literature: Card Code #1 ("Developing Self-Confidence"), #2 ("Meeting and Getting Along with New People"), #4 ("Applying My Training in the Field"), and #5 ("Perfbrming My Job Well"). From the list of priority "student stated" expectations, emphasis was placed on 1) self- development, 2) career orientation, 3) gaining practical experience, 4) developing interpersonal skills, and 5) integration of faith with work. There were fifteen CE post-interns who participated in the card sorting exercise and ten card sorts for each student; thus, one hundred and fifty card sorts altogether. Table 4.4 is a summary of the card sort responses in priority order for each of the ten categories. 524 Table 4.4 Summary of Priority Expectation Responses for CE Post-interns CARD CODE NUMBERS FOR EXPECTATIONS "STUDENT STATED" DERIVED FROM LITERATURE EXPECTATIONS PRIORITY :1 n2 :3 44 45 #6 #7 as 09 410 TOTAL: ORDER: Number of Student Expectation Responses 1 2 o 1 o 2 1 o 9 o o 15 . 2 o o o 1 1 o o s 6 2 15 3 3 o o l 3 2 o 1 4 1 15 4 2 o 1 2 3 1 2 o 4 o Is 5 2 1 o l o 4 1 o o 6 15 SUB-TOTAL: @ l 2 5 © 3 69 (1‘9 (9) 7s 6 3 o 1 3 2 2 o o 1 3 15 7 o 2 2 3 2 - 3 o o o 3 15 8 1 s 2 3 2 o 2 o o o 15 9 o 6 5 o o 1 3 o o o , Is 10 2 1 3 1 0 1 7 o o 0 15 SUB-TOTAL: 6 @E 6 7 Q2) 0 1 6 75 TOTAL: 15 15 15 IS 15 15 15 IS IS 15 150 The GE post-intern' expectation categories that were derived from the literature and frequently listed in the top five priority level were: Card Code #1 ("Developing Self-Confidence"), and #5 ("Applying My Training in the Field"). The borderline expectation category derived from the lit- erature was: #6 ("Performing My Job Well"). The bottom priority level expectation categories derived from the literature were #2 ("Adjusting to the New Field Experience"), #4 ("Meeting and Getting Along with New People"), and #7 ("Understanding the Organizational and Authority Structures of the Agency") . The majority of the "student stated" expectation categories were listed in the top five priority level, except for Card Code #10 category (middle priority range, #2 - 7). Again, the students placed a 95 high priority on their expectations over the expectations derived from the literature. The following list of priority "student stated" expec- tations (Card Code Numbers 8 - 10) are given in priority order. Priority Order: #1 #2 #3 #4 Priority "Student Stated " Expectations (Card Code #8 - 10) Listed by CE Post-interns *Have enough training in Biblical content to teach *Lead others to Christ and fer spiritual growth *Gain experience working with youth *Working within a church structure with people *Gain practical experience working with youth *Personal Development *Being Open to God's Spirit for Him to work through me *Sharing enthusiasm about spiritual matters *Having an influence in young people's lives *Transfering classroom learning into practical experience *Being involved in a learning experience *Developing a good relationship with supervisor *Building relationships *Learning how to lead a youth group *Using my creativity *Applying classroom training *Developing self-confidence *Desire to serve and be used *Exposure to Bible *Gain speaking experience *Learning more about myself *Gaining more knowledge about God and how He relates to mankind *Learning how to relate to youth *Application of training *Learning how to relate with American youth *Gaining experience *Learning how to teach (application of methods) *To see spiritual growth in kids . *WOuld people accept and like me (self-perception) *Learn how to lead people *Meet financial needs *Gain understanding of self; can I work with youth 96 #5 *Learn how to submit oneself as a student with supervisor *Grow spiritually (myself) *Develop self-concept G self-esteem *Self understanding of how others perceive me *Gain experience *Learn more Many of these priority "student stated" expectations are directly related to the fOllowing expectation categories derived from the literature: Card Code #1("Developing Self-confidence"), #4 ("Meeting and Getting Along with New People"), and #5 ("Applying My Training in the Field"). All of the expectations derived from the literature were men- tioned at least once by the CE post-interns. From the list of priority "student stated" expectations, emphasis was placed on 1) self-development, 2) personal spiritual growth, 3) gaining practical experience, 4) appli- cation of formal training, and 5) developing interpersonal skills. There were fourteen SW post-interns who participated in the card sorting exercise and ten card sorts for each student; thus, one hundred and fbrty card sorts altogether. Table 4.5 is a summary of the card sort responses in priority order for each of the ten categories. V The SW post-intern' expectation.categories.that were derived from the literature and frequently listed in the top five priority level were: Card Code #5 ("Applying My Training in the Field"). The borderline expec— tation categories derived from the literature were: #1 ("Developing Self-confidence") and #4 ("Meeting and Getting Along with New People"). The bottom priority level expectation categories derived from the liter- ature were: #2 ("Adjusting to the New Field Experience"), #3 (Having a Good Relationship with Field Supervisor"), #6 ("Performing My Job Well"), 97 Table 4.5 Summary of Priority Expectation Responses for SW Post-interns CARD CODE NUMBERS FOR EXPECTATIONS "STUDENT STATED" -DERIVED FROM LITERATURE . EXPECTATIONS PRIORITY 41 42 43 44 45 #6 I7 43 49 no TOTAL: ORDER: Number of Student Expectation Responses A 1 2 o 1 1 1 2 o 7 o o 14 2 o 1 o 2 3 1 o s 1 1 14 :3 1 o f 2 o 1 3 2 3 1 14 . .4 2 1 o o 2 .1 1 o 7 o 14 s 2 o 1 2 2 1 2 o 3 1 14 sun-TOTAL: 7 2 3 7 6 6 Q9 Q4) 3 7o .6 2 3 1 o 1 3 1 o o 3 14 7 2 1 2 1. o 2 I) o o 6 14 a 2 2 1 3 1 2 2 o o 1 14 9 o .4 4 3 1 1 o o o 1 14 Io 1 2 3 o 3 - 0 §_ 0 o o 14 SUB-TOTAL: 7 @ Q9 7 6 1 site) 0 o (19 70 TOTAL: 14 14 14 I4 14 I4 14 14 14 14 140 and #7 ("Understanding the Organizational and Authority Structures of the Agency"). Thelmajority of the "student stated" expectation categories were listed in the top five.priority level, except for Card Code #10 category (middle priority range, #5 - 7). Again, the students placed a fairly high priority on their expectations over the expectations derived from the literature. The following list of priority "student stated" expectations (Card Code Numbers 8 - 10) are given in priority order. . - Priority Priority "Student Stated" Expectations (Card Order:' Code #8 - 10) Listed by SW Post-interns #1 *Application of formal training *Developing communication skills *Integration of faith with work #2 #3 #4 #5 98 *Developing relational skills *Learning how to counsel *Motivation of others *Application of formal training *Understand student intern role *Application of formal training *Developing communication skills *Gain practical experience *Desired personal freedom within agency structure *Develop counseling skills *Developing relational skills *Gain interviewing skills *Developing relational skills *Share love and concern toward others *Self-development *Better understanding of methods *How to do job well *Understanding of intern's role *Observe others applying what was learned in classroom *Understand job tasks *Gain practical experience *Learn how to handle responsibility *Develop communication skills *Gain insights working with boys *Gain practical experience *Learn how to be myself *Learn how to take initiative for handling responsibility *Understand purpose of agency Many of these priority "student stated" expectations are directly related to the fOllowing expectation categories derived from the literature: Card Code #4 ("Meeting and Getting Along with New People"), #5 ("Applying My Training in the Field"), #6 ("Performing My Job Well"), and #7 ("Understanding the Organizational and Authority Structures of the Agency"). From the list of priority "student stated" expectations, emphasis was placed on 1) gaining practical experience and 2) developing 99 interpersonal skills. The next step in this part of the content analysis was that of comparing the findings in the fOllowing order: 1) Comparison of CE and SW Pre-intern Findings, 2) Comparison of CE and SW Post-intern Findings, and 3) Comparison of CE/SW Pre-intern Findings with the CE/SW Post-intern Findings. Both CE and SW pre-interns gave high priority to Category #4 ("Meeting and Getting Along with New People"). The CE pre-interns also gave high priority to Categories #1 and #6 ("Developing Self-confi- dence" and "Performing My Job Well"). The SW pre-interns gave a border- line priority to Category #1 ("Developing Self-confidence"); whereas the CE pre-interns gave a borderline priority to Category #5 ("Applying My Training in the Field"). Both sets of pre-interns placed a strong emphasis in the fbllowing areas: 1) self-development, 2) career orientation, 3) gaining practical experience, and 4) developing interpersonal skills. The CE pre-interns also emphasized 1) personal spiritual growth and 2) oppor- tunities to help others. The SW pre-interns also emphasized the inte- gration of faith with work. Both CE and SW post-interns gave high priority to Category #5 ("Applying My Training in the Field"). The CE post-interns also gave high priority to Category #1 ("Developing Self-confidence"). The SW post-interns gave a borderline priority to Categories #1 and #4 ("Devel- Oping Self-confidence" and "Meeting and Getting Along with New People"); whereas the CE post-interns gave a borderline priority to Category #6 ("Perfbrming My_Job Well"). 100 Both sets of post-interns placed a strong emphasis in the following areas: 1) gaining practical experience and 2) developing interpersonal skills. The GE post-interns also emphasized 1) self: development, 2) personal Spiritual growth and 3) application of formal training. The SW post-interns also emphasized the need for understanding the intern's role in the agency and the agency's structure. Figure 4.6 illustrates the placement of expectation cate- gories in priority order for each subset. Figure 4.6 Card Sort Tabulation of Priority Expectation Categories CATEGORIES: CE PRE- INTERNS SW PRES-INTERNS CE POST- INTERNS SW POST- INTERNS Top Five ll, #4, l6 ' l4, '8, l9 '1, OS, 18 IS, 08. 09 Priority '8, l9 , - 09 ' Categories Borderline Priority 45. 410 ll, 410 06, 410 ll, '4, 010 Categories I Bottom Five .2. ,3. ,7 ,2, ,3_ .5 oz. 03, l4 #2 03 06 Priority '6 '7 .7 . n '7. Categories ’ The titles for the above Category Numbers are as fellows: #1 "Developing Self-confidence" . #2 "Adjusting to the New Field Experience" #3 "Having a Good Relationship with Field Supervisor" _#4 "Meeting and Getting Along with New People" #5 "Applying My Training in the Field" #6 "PerfOrming My Job Well" #7 "Understanding the Organizational and Authority Structures of the Agency" #8 "Student Stated Expectations" . #9 "Student Stated Expectations" . #10 ."Student Stated Expectations" Most of the students indicated the fellowing expectation categories derived from the literature were top priority level or at 101 least borderline in their card sorts: Card Code #1 ("DevelOping Self- confidence"), #4 "Meeting and Getting Along with New People"), and #5 ("Applying My Training in the Field"). Most of the students felt that the following categories were bottom priority level in their card sorts: #2 ("Adjusting to the New Field Experience"), #3 ("Having a Good Relationship with Field Supervisor"), and #7 ("Understanding the Organizational and Authority Structures of the Agency"). Category #6 ("Performing My Job Well") varied in the different subsets. The CE pre-interns placed Category #6 in the top priority level; the CE post-interns placed Category #6 in the borderline level; whereas both the SW pre-interns and post-interns placed Category #6 in the bottom priority level. A strong emphasis was placed in the fbllowing areas fbr Categories #8 - 10: l) Self-development, 2) gaining practical experience, 3) developing interpersonal skills, 4) personal spiritual growth, 5) integration of faith and work, 6) career orientation, 7) opportunities to work with and help others, and 8) application of formal training. This part of the content analysis examined the data findings fbr the "Card Sorting Exercise." Seven expectations emphasized in the literature were selected fer the exercise and three "student stated" expectations were selected by each student from their list of expectations. The ten "expectation cards" were shuffled and the student was asked to rank order the cards according to the priority level of importance fer achieving these expectations. The cards were then collected in priority order by the interviewer and the card code numbers were listed on the 102 "Interview Response/Observation Form" after the interview. During the content analysis, the student responses were collated in each expectation category for each subset. Tables 4.2 - 4.5 summarized the card sort responses in priority order for each of the ten categories. The findings were reported by subsets and then a comparison of the findings was reported between subsets. Analysis of Curricular and Co-curricular Effects on Student Priority Expectations The next part of the content analysis focused on the fbllowing research questions: 1) How (did or do) you think your fbrmal training (helped or will help) you in achieving this expectatiOn? 2) In what ways (did or would) co-curricular activities help you? 3) How could your fOrmal training (have been or be) more helpful to you in fulfilling this expectation? 4) How could the (CE or SW) program better (prepare or have prepared) you in fulfilling this expectation? Each question was asked of the top five priority expectations identified by the students. Appendix Figures C.21 - C.30 represent a collation of the student responses to these questions for each top priority expectation (see Appendix C). Most of the student re5ponses were the same in all feur subsets. TherefOre, in this section of the content analysis it would be repetitious to state the same student responses to the above research questions for each subset. Instead, the student responses fer all subsets were collated together, analyzed and described fer the research questions under each priority expectation category. 103 When asked the question on how the fOrmal training had helped the students in achieving "self-confidence," the students listed the following responses: 1) all course work helped to some degree, 2) especially the "Introduction to CE," "Personal Development," "Oral Interpretation," "Introduction to Communication," and the Bible courses; 3) class projects and interaction; 4) achieving high grades; 5) SW "Assertiveness" workshop; 6) total CE program demands self- confidence; 7) professors' encouragement; and 8) required field experience Opportunities. One student didn't feel the training helped in building self-confidence. Another student said he already had self-confidence. Other students said each person must take the initiative. When asked how co-curricular activities helped build self- confidence, the fOllowing activities were mentioned several times: 1) sports and intramurals; 2) interacting with different people on campus and in the dorm; 3) getting involved in campus clubs, organizations and Bible studies; 4) developing friendships; 5) tutoring and helping others in need; 6) PROBE, PA and other leadership responsibilities; 7) applying class learning in co-curricular activities; 8) Youth Con— ference and retreat counseling; and 9) interacting with upper-classmen. Some students felt that just interacting with different people on campus helped build self-confidence. When asked how your formal training could be more helpful in building self-confidence, fifteen students made no comments, gave no suggestions or didn't know yet. Many of the pro-interns were under-classmen and had just begun their fermal training. Mest of the pre-interns had taken 104 only one introductory course in their major. Many of the pre-interns had not been involved in sponsored co-curricular activities. Some of the suggestions given were: 1) provide and encourage students to get involved in campus activities; 2) more practical courses; 3) more field experience opportunities; 4) provide leadership opportunities; and 5) offer a class in building self-confidence. Again, some students felt that each person must take the initiative. Other students felt Taylor was doing a good job already. When asked how the specific CE and SW programs could be more helpful in building self-confidence, the CE majors suggested: 1) do more exploration in different types of ministries; 2) treat me as an important person; 3) more seminars and weekend trips; and 4) offer more responsibility in the CE program. Many under-classmen had no suggestions because of their first year status in the CE program. Other students felt the program was doing a good job already. The SW'majors suggested: 1) more field experience opportunities earlier in the program; 2) more emphasis on discussing agencies befOre going to them; 3) more seminars and talks about develoPing self-confidence; and 4) more role-playing and interation in classes. Other students felt the SW program was doing a good job in this area. The next priority expectation category was concerned with "adjusting to the new field experience."When asked how their formal training had helped them in this area, the students remarked: 1) classes provided information and interaction opportunities and 2) SW program emphasizes how important this area is fer entering a new field experience. 105 Four pre-interns made "no comments" or "don't know yet" statements for the question. One student said that previous experience helped in making the necessary adjustment. Co-curricular activities mentioned were: 1) adjusting to dorm life or apartment living; 2) participating in a TWO (Taylor World Outreach) cross-cultural experience;"3) practicing adjustment skills when meeting new pe0ple on Campus; and 4) getting involved in campus organizations and service opportunities. When asked how your fOrmal training could be more helpful in this area the following suggestions were made: 1) better preparation for meeting new situations and 2) promote extra-curricular activities. Five pre- interns made "don't know yet" or "not sure" statements. One studentthought thetraining program was doing a good job in this area. Another student felt that there should be less rules in dorm living by letting the student be more responsible. The students felt that both the CE and SW programs should provide more field work opportunities for learning how to make adjustments. There should be more fOrmal training in this area. There was also a need for more supervisor assistance. Two students were not sure how the training programs could help and one student thought the program were doing a good job already. When asked the question on how the fermal training helped’ the students in"developing.a good relationship.with.the field super- visor" the fellowing comments were made: 1) learning how to work with different faculty members and respecting their authority; 2) 106 training provided concepts and standards for working with authority figures; and 3) Christian principles teach how to work with those in authority. The co-curricular activites mentioned in this area were: 1) learning how to work with PROBE director, dorm directors and PA's (Personnel Assistants), Dining Commons' staff and 2) co-curricular activites taught how to take "orders," relate and respect campus leaders. Five students made no comments to the question. A few students suggested that the program helped a student in working with field supervisors by having the field supervisors meet with the students befOre going to work at the agency, and by having the professors take the initiative and help students having problems in this area. And yet, other students felt that the intern must take the initia- tive. Four students had no suggestions. The students suggested that the CE and SW professors should provide more encouragement in building relationships with supervisors and by visiting students in the field settings. The SW students desired more personal time with professors and greater interest shown to the students. And yet other students felt the professors were doing a good job already in the amount of time they had with the amount of students to advise. One student felt that the CE "Personal Development" course taught how to work with field supervisors. The next priority expectation category was concerned with "meeting and getting along with new people."When asked how their fOrmal training had helped them in this area, the students stated the fOllowing courses: 1) CE and SW courses, psychology and communication courses, English and 107 speech courses and 2) specifically, "Introduction to Communications," "Freshmen Composition" and "Oral Interpretation." The students felt that classroom interaction and small group work helped. Guest lecturers and students from different backgrounds also provided exposure to new people. Again, the SW "Assertiveness" workshop was mentioned. Only a few students couldn't think of anything or had no comments. A variety of co-curricular activities was mentioned fer meeting and learning how to get along with new people. These activities included: dorm living, intramurals and sports, Bible studies, dining commons interaction, PROBE, clubs and other campus organizations, dorm, class and all school socials, Youth Conference, off-campus activities, retreats and service opportunities. When asked how the program could be more helpful in this area, students suggested that the school provide and encourage more "mixer" activities that promote interaction with students, faculty, administration and staff. They also felt a need fer more small group gatherings and socials. A good portion of the student comments claimed that the program was doing a good job already. Only a few students had no suggestions. The students made the following suggestions for the CE and SW programs: 1) More classroom opportunities to give speeches; 2) more self-awareness discussions and human relations training; 3) more inter- action between under-classmen and upper-classmen in the major; 4) more interaction in each program for socials and doing "fun" things together; 5) less office structure in the SW program for teaching; and 6) more field experiences. Many students were satisfied with the program 108 activities and a few students had no suggestions to make.’ When asked how the preparatory activities had helped the Students in the "application of classroom training in the field," the students com- mented: l) the courses integrated practical illustrations with the content taught; 2) especially in the CE and SW courses, the psychology and commun- ication courses, Bible courses; 3) professors emphasized the application of training in the field; 4) field experiences required were helpful; 5) classes provided criteria for self-education; 6) some method courses discussed "how to" skills; 7) Youth Conference provided application opportunities; and 8) the counseling and leadership development courses were very helpful. Some of the co-curricular activities mentioned fer application of formal training were: 1) PROBE; 2) PA responsibilities; 3) LIGHTHOUSE and other TWO cross-cultural activities; 4) field trips; 5) dorm inter- action and helping friends; 6) retreats and camp work; 7) social activities involving classroom training; 8) volunteer work for Christian ministries; 9) sports and intramurals; 10) campus Bible studies; and 11) just inter- acting with people in general on campus. A few students made no comments or weren't sure. The fOllowing suggestions were made on how the preparatory activ— ities could be more helpful in this area of applying one's training in the field: 1) provide more field experience opportunities; 2) encourage Stu- dents to get involved; 3) more integration of Christian concepts in various courses; 4) help students in how to choose and declare a major; 5) provide more information on what is happening in field work; 6) stress course objectives and then stick to course outlines; and 7) provide more "how to" skills 109 and feedback on how a student is performing. Many of the students had no comments or suggestions in this area. The students made the fOllowing suggestions for how the CE and SW programs could help them in applying their training in the field: 1) more emphasis in class on practical application; 2) more role plays of job situations; 3) encourage more volunteer work and different types of field work earlier in program; 4) have methods courses before field work; 5) need more faculty assistance; 6) more indepth training fer freshmen; and 7) need more help in sorting out personal values and what to do with them. Some students made no suggestions or thought the pro- grams were doing a good job already. One student commented that the CE "Teaching/Learning Strategies" course was excellent in this area. A SW student commented that the SW "Introduction" course was helpful in this area. The next priority expectation category was concerned with performance in the field. When asked how the preparatory activities helped the students perfOrm their job well, the students listed the fellow- ing responses: 1) the CE and SW programs demand excellence in classroom work; 2) academic standards and competition makes one want to achieve; 3) professors encourage and demand quality performance in classwork; 4) classroom case studies and role-playing of job situations helped one to respond correctly to situations encountered in the field; 5) course work required good study habits; 6) Biblical mandate expects one to do all things "first class;" 7) some courses require field work as part of the course structure; 8) certain courses and extra seminars provided 110 special training in this area; and 9) class projects provided self- initiative and personal responsibility. Again, the students made note of a variety of co-curricular acti- vities that helped them in job perfOrmance: 1) leadership roles on campus; 2) helping others in the dorm; 3) handling stress situations in everyday: living; 4) sports and intramural team work; 5) working in campus jobs; 6) volunteer work; 7) adjusting to many different people and situations on campus; 8) fUnd-raising; 9) Bible studies and clubs; 10) cross— cultural experiences; 11) exposure to different types of field work; 12) Yearbook staff and Youth Conference activities; and 13) PROBE and PA responsibilities. Only three students made no comments. When asked how the curricular activities could better prepare them for quality work perfOrmance in the field, the students suggested: 1) more structure and assistance in selecting field experience opportunities; 2) more encouragement from professors; 3) more opportunities and exposure to outside resource people; 4) provide more infermation on international affairs; and 5) lower tuition. Fourteen students made no suggestions. Some students felt the curricular activities provided a good balance in this area and were doing an adequate job. . The following suggestions were made for the CE and SW‘programs fOr assisting students in quality work performance:' 1) more personal advising in this area; 2) more outside‘agency personnel input in the classes; 3) more field trips to agencies; 4) provide more methods and knowledge on job perfbrmance;'5) show realistic side of field work in classroom and how to handle tough situations; 6) more interaction with 111 classmates who have field experience; 7) more field supervision; and 8) provide more field work opportunities for expanding one's abilities. Eight students had no suggestions. The last expectation category derived from the literature was concerned with "understanding the organizational and authority structures of the field agency."The pre-interns made very few comments in this area since they were limited in field experience. The comments recorded for this question were: 1) class input is limited since each agency is so different and 2) the courses specifically mentioned were the CE "Programming" and "Church and Para-church Ministries," and the SW "Development of Public Policy" and "Exploration" courses. One student stated that previous experience helped in this area. The co-curricular activities mentioned were: 1) involvement in campus clubs and committees; 2) leadership experience in SW club; and 3) work experience on campus and in the field. There were only a few "no comments" statements. When asked how the curriculum could be more helpful in fulfilling this expectation, a few suggestions were made: 1) provide more opportunities to observe organizations in the field and 2) provide more special 1 training in this area. A few suggestions were made for the CE and SW programs: 1) give general idea of how organizations are set-up in the classes; 2) provide more opportunities to get involved in field work earlier in the program; and 3) keep in touch with agency changes and share with students in the classroom. One student felt that the SW program was doing an adequate job. As mentioned earlier in the "Analysis of Student Priority 112 Expectations" section of the content analysis, the students' selection of these expectations from their list of "student stated expectations" were generally rank-ordered in importance above the expectations derived from the literature (see Figure 4.6).) A listing of category titles (Card Code Numbers 8 - 10) fer priority "student stated expectations" was given fer each subset. A summary of these priority "student stated expectations" for Card Code Numbers 8 - 10 are as fellows: l) self-development, 2) gaining practical experience, 3) developing interpersonal skills, 4) personal spir- itual growth, 5) integration of faith and work, 6) career orientation, 7) opportunities to work with and help others, and 8) application of fbrmal training. There were six hundred and thirty-two student responses recorded fer the top five priority expectations derived from the literature (see Appendix C, Figures C.21 - C.27, Card Code Numbers 1 - 7). There were five hundred and thirty-two student responses recorded fer the top five priority expectations related to the list of "student stated expectations" (see Appendix C, Figures C.28 - C.30, Card Code Numbers 8 - 10). After reviewing, comparing and analyzing the above list of category titles fer "student stated expectations" (Card Code Numbers 8 - 10) with the category titles of expectations derived from the literature (Card Code Numbers 1 - 7) the fellowing additional insights were gained for the questions of institutional importance. . When asked how the formal training program helped the students in achieving their "student stated expectations," the following additional insights were given: 1) CE classes are structured fer interaction and cause students to think for themselves; 2) courses have provided a good theoretical 113 base; 3) courses stressed relational understanding; 4) courses helped in developing observation skills; 5) emphasis in classes fer discovering self, being oneself, developing self-confidence, identifying;personal strengths and weaknesses; 6) courses broaden one's perspective of field work; 7) required research in library; and 8) school reinfOrced home training. When asked how co-curricular activities helped in achieving the "student stated expectations," the following additional activities were mentioned: 1) Navigators, Campus Crusade, and Inter-Varsity Fellowship; 2) "Gabriel" and "Celebration" musical groups; 3) Wandering Wheels; 4) prayer meetings and devotional activities; 5) organizing parties; 6) independent studies; 7) cheerleading; and 8) general environment has helped by encouraging caring and sharing with others on campus. When asked how the curricular activities could be more helpful in achieving "student stated expectations," the additional suggestions were given: 1) help in managing one's time and activities; 2) encourage atmosphere where everyone is "pulling" together; 3) the administration could be more supportive of CE and SW programs; 4) provide guidelines for Christian growth; 5) seminars on personal development; 6) more Chapel services with student participation; 7) have CE and SW programs share in freshmen orientation; 8) more field work Opportunities with Indian population; 9) provide more stress situations fer gaining insights; 10) Career Development office could provide more help; 11) need more ' 114 help with solving issues such as "abortion," 13) more family interest while involved in field work; 14) more research emphasis; 15) require. CE "Personal Development" course for everyone; 16) have non-Christian speakers for different points of view; 17) courses should emphasize listening and relating skills; 18) better resources in library; 19) screen professors better befbre hiring; 20) provide funds for field trips; 21) more objectivity needed; 22) less structure and rules; 23) more emphasis in helping others'spiritual growth; and 24) re-eval- uate departments and "curtail" so many sub-branches. When asked how the CE and SW programs could be more helpful in achieving "student stated expectations," the additional suggestions were given: 1) advisors should be well informed of student needs; 2) provide more mini-projects; 3) integrate more Bible in course content; 4) need (more concrete illustrations with abstract teaching; 5) need more faculty help; 6) stress volunteer work during summer months; 7) workshop held once a week in field setting; 8) academic credit given for all field work; 9) more integration of past experience in course work; 10) cut down on class size; 11) placed more expectations on students; 12) present more hypothetical situations in classwork; 13) more emphasis on knowing self and relating with others; 14) provide funds for workshops and Senior Capstone trip; 15) keep in contact with field supervisor; 16) more role-playing in front of video-tapes; l7) demonstrate how to disciple someone; and 18) encourage outside reading. In summarizing this section of the content analysis, questions of institutional importance were presented and the student responses to 115 these questions were described. The questions were concerned about: 1) the kinds of curricular and co-curricular activities taking place on campus and how they were influencing student expectation achievement, and 2) suggestions for improving curricular activities for student achievement of their expectations. Eleven hundred and sixty-fOur student responses (see Appendix C, Figures C.21 - C.30) were reported and described. Many of the students felt that the overaLl curriculum and the CE/SW programs were helping the students achieve their expectations with the limited amount of funds, facilities and staff available. Quite a few of the pre-interns had no suggestions or comments to make because of their limited exposure to the training programs and lack of field experience. Ehe student responses to the above questions were very insightful and provided an excellent data base for the discussion of finding, conclusions and recommendations reported in Chapter V. Analysis of Unresolved and Unrealistic Expectations The students were asked two questions in the last part of the interview: 1) "Do you (have or still have) any unresolved expectations where you would like more help?" and 2) "Can you think of any unrealistic expectations you may still have?" Each student reviewed their list of "student stated" expectations and then commented. The findings for , this section of the content analysis are recorded by subsets and are specifically stated in Appendix C, Figure C.31. A.comparison of the findings was made between the 1) CE and SW Pre-interns, 2) CE and SW Post-interns, and 3) CE/SW Pre-interns and CE/SW Post-interns. It should be noted that the unresolved and unrealistic expectations reported by the subsets did 116 not show any substantial frequency patterns in the number of student responses per expectation. Thus, a proper interpretation of the fOllowing observations for unresolved and unrealistic expectations should be view as one or two responses per expectation. The reader should not generalize the observations to mean that all the interns reported these expectations. The unresolved and unrealistic expectations listed are usually individual student responses. Most of the CE pre—interns reported unresolved expectations. Those mentioned were: 1) self-development; 2) lack of communication and counseling skills; 3) gaining field experience; 4) need for more advising and supervision in selecting appropriate field experiences; 5) career orientation; 6) fear Of failing; and 6) more training in motivational techniques. The CE pre- interns generally felt that their expectations were realistic. The only unrealistic expectations mentioned were: 1) wanting to be a "finished Christian;" 2) having the ability to follow; 3) being able to relate to all the kids under one's guidance; and 4) being able to perform one's job well. Again, most of the SW pre-interns reported unresolved expectations. Those mentioned were: 1) need fer guidance in career orientation and setting goals; 2) knowing what field experience opportunities were available; 3) gaining field experience; 4) training in solving legal proglems; and 5) developing communication skills. Mest of the SW pre-interns felt their expectations were realistic. Only two unrealistic expectations were men- tioned: 1) wanting to help everyone they served and 2) resolving all the injustices in the Indian population. Thus, most of the CE and SW pre-interns had unresolved expectations. These unresolved expectations relate directly to the pre-interns lack of 117 field experience and under-classmen status of just beginning their major programs. Both subsets desired more help in knowing about and selecting the appropriate field experiences, and then gaining the needed experience. The CE pre-interns also mentioned the need for self-improvement, communi- cation and counseling skills. The SW pre-interns added the need for career orientation and setting goals. Both subsets felt their expectations were fairly realistic. The two basic unrealistic expectations mentioned were concerned with the pre-interns desire and ability to help everyone they served and being a complete person. The CE post-interns were divided in their perceptions of expecta- tion achievement. There were a variety of unresolved expectations reported, such as: 1) not knowing what resources were available; 2) not knowing how to conduct group meetings; 3) solving theological differences with I organization serving; 4) not enough time to do all that was required in the classroom and for the field experience; 5) knowing how to set priorities; 6) self-development and being used to one's fullest potential; and 7) learning how to serve more effectively. Again, half of the CE post-interns mentioned the fellowing expectations as not being realistic: l) expecting more supervision than needed; 2) expecting to become a "dynamic" youth leader in one field experience; 3) expecting results and maturity of those worked with in a short period of time; and 4) that everyone would accept and like the student as a person and leader. One ferth of the SW post-interns felt that most of their expecta- tions were fulfilled. The rest of the SW post-interns mentioned the following unresolved expectations: 1) wanting to participate more in the field 118 experience; 2) self-improvement and professional development is a life time process; 3) discovering other job opportunities available; 4) learning how to maintain objective in the work setting, 5) need to get into field work sooner; 6) knowing how to help others more effectively; 7) learning how to deal with difficult situations; 8) developing communication skills; 9) need for more infermation about agency before getting involved; and 10) need to know more about SW program goals and policies fer offering suggestions. Half of the SW post-interns mentioned some of their ex-~ pectations as being unrealistic, such as: 1) fear that agency personnel didn't think student did anything; 2) was frustrating comparing oneself with professionals; 3) being limited in job opportunities because of the field experience; 4) negative feelings about how one's background would affect field work; 5) thoughts of not being able to help anyone; and 6) desire to be the perfect communicator. A comparison of the findings for the post-interns illus- trated that over one half of the students felt that some of their expectations were not completely achieved based on their field work experience. The students wanted more guidance in the expectation areas mentioned above. The field experience gained helped the students become more aware of their unrealistic expectations. The post—interns seemed to accept their unrealistic expectations based on their comments made in the interviewing process. After comparing the findings between the CE/SW pre-interns and the CE/SW post-interns, it was observed that "field experience gained" was a major factor in the kinds of unresolved and unrealistic expectations reported. There were more unrealistic expectations mentioned by the post- interns. The lack of field experience and program status of the pre-interns 119 affected the kinds of unresolved expectations reported which were more anticipatory in nature; whereas the post—intern unresolved responses were more pragmatic. Even though the unresolved and unrealistic expecta- tions reported by the pre-interns and post-interns differed in their per- ceptions of the field experience, most of these expectations mentioned related to the expectations stated in the literature fer intern training. Summary Over thirty-six hundred student responses were recorded, rated, coded, categorized, analyzed and described in Chapter IV. The content analysis of these responses were reported in the following fbur sections: 1) "Analysis of Student Stated Expectations," 2) "Analysis of Student Priority ExpectatiOns," 3) "Analysis of Curricular and Co-curricular Effects of Student Priority Expectations," and 4) "Analysis of Unresolved and Unrealistic Expectations." The student responses were Collated and categorized in Figures C.l - C.31 (see Appendix C). Tables 4.1 - 4.5 and Figures 4.1 - 4.6 in Chapter IV summarized and illustrated the findings fer Appendix Figures C.l - C.31. The research questions stated in Chapter I were restated in Chapter IV as a guide fer reporting the findings. The findings were concerned with l) the kinds of expectations reported by the students, 2) the intensity of these expectations, 3) the source of these expectations, 4) priority ranking of expectations, 5) effects of curricular and co- curricular activities affecting priority expectations, and 6) unresolved and unrealistic expectations reported by the students. 120 The findings were then described in the following subsets: 1) CE Pre-interns, 2) SW Pre-interns, 3) CE Post—interns and 4) SW Post- interns. A comparison of the findings was made between the following subsets: 1) CE and SW Pre-interns, 2) CE and SW Post-interns, and 3) CE/SW Pre-interns and CE/SW Post-interns. Chapter V will report the conclusions and recommendations from the data fer further research and the educational improvement of CE and SW internship programs. CHAPTER v SUMMARY, CONCLUSIONS AND RECOMMENDATIONS In this chapter a brief summary is given fer the research study. The findings are discussed and conclusions stated. Based on the findings and conclusions, hypotheses are stated and recommendations are made for further empirical research. Suggestions are also presented fer the improvement of religious education and social work internship pro- grams. Summary This research study inquired about the kinds of expectations student interns have fer planned field-based experiences as part of a curriculum structure in liberal arts education. The study also identi- fied the intensity of the student expectations, the source of the expec- tations and the effects curricular and co-curricular activities have on student achievement of their expectations. Entering an internship experience for the first time can be a significant step toward the fulfillment of college students' expecta- tions and goals fer career development. Without proper curricular orientation, student interns may enter the field experience and encounter negative circumstances they had not been prepared for nor anticipated. Many of these negative experiences are caused by: 1) lack of identi- fying and clarifying expectations by the students for their field exper- ience, 2) unrealistic or distorted expectations established by students before the field experience, 4) unresolved student expectations after the field experience, and S) no curricular orientation provided fer the 121 122 students that would assist them in working through their expectations. The literature review failed to identify a collated list of student comments regarding their intern expectations. Such a listing from the literature would have been helpful as a criterion reference fer l) designing the instrument employed, 2) formulating categories for content analysis, and 3) assisting educators in preparing orientation programs for field work. Thus, this study contributed to the body of literature some understanding of student expectations fer effective internship training, especially for religious education and social work internship programs at liberal arts colleges. This exploratory study surveyed student interns preparing fer religious and social work occupations. A "quota" nonprobability samp- ling technique was employed. The student sample fecused primarily on student interns preparing for religious occupations. A comparative study was conducted with social work majors in order to identify any substantial differences or congruencies between student interns prepar- ing for other types of work in human development and service. The interview technique was used as the study's primary in- strument for eliciting and recording the data. The interview procedure required a "semi-standardized" interview with a "funnel effect" for asking "open-to—close" questions. The data was subject to a content analysis procedure that partitioned, coded and provided qualification and quantification measures for the student responses. The Coefficient of Interrater Agreement fer categorizing the student responses was found to be .94. A summary of the content analysis indicated the following conclusions: 123 Student Expectations (Kinds, Intensity and Source) Christian education and social work interns partici- pating in planned field-based experiences have expec- tations for learning how to help and relate with people; learning about and adjusting to the field environment; learning how to apply one's formal training; developing one's professional competencies and personality traits; and gaining experience for academic and career decision- making. The student interns were fairly optimistic about achieving their expectations. The student interns reported that the "source" of their expectations was based on personal needs and values, past experience, influence of others, societal needs, academic stimuli, religious commitment, professional development, career goals and job expectations. Subset Comparisons 1. There were very few substantial, qualitative differences in the kinds of responses reported by student interns preparing for religious or social work occupations. The CE and SW post-interns reported more unresolved and unrealistic expectations than CE and SW pro-interns. Curricular Implications 1. Curricular and co-curricular activities influence student achievement of their expectations. The students indicated that there is a need for curric- ular improvement in the areas of professional and per- ' sonal development, field orientation, field supervision and career decision-making. Conclusions and Discussion The conclusions are grouped into three major categories: 1) Student Expectations (Kinds, Intensity and Source), 2) Subset Com- parisons, and 3) Curricular Implications. 124 Student Expectations (Kinds, Intensity and Source)_ 1. Christian education and social work interns participating in planned field-based experiences have expectations for learning how to help and relate with people; learning about and adjusting to the field environment; learning how to apply one's formal training; developing one's professional competencies and personality traits; and gaining experience for academic and career decision making. The problem statement and assumptions described in Chapter I, and further discussed in Chapter II, indicated that student expecta- tions affect field work performance, appropriate selection of formal training programs and career orientation. The above expectations con- firmed that the students had hopes and concerns for developing inter- personal skills, working effectively in the field setting, applying fermal training, developing professionally and personally, and receiv- ing feedback on field performance fer curricular and career decision- making. Each subset (CE Pre-interns, SW Pre-interns, CE Post-interns and SW Post-interns) reported expectations in all of the above categor- ies. . Table 4.1 indicated substantial percentage patterns of "stu— dent stated" responses for "Interpersonal" expectations and "Intern Development" expectations for all four subsets. The pre-interns and the post-interns indicated that relating and communicating effectively with others as well as developing personally and professionally were very important expectations. The results of the Strong-Campbell Interest Inventory confirmed that these students are people-oriented and therefOre would indicate a strong desire to work with and help others. Developmentally, the students are experiencing a self-awareness 125 stage and are keenly interested in their personal and professional growth. Thus, achieving "interpersonal" and "Intern Development" expec- tations were important to the students as they encountered their field experiences. The pre-interns were beginning their fOrmal training programs in Christian Education and Social Work. TWO concerns were frequently mentioned by the pre-interns: "Is this the type of occupation for me and will the training program prepare me for my life's work?" As the pre-interns anticipated their first field experience, they were con- cerned about the "Effects of the Field Experience" (i.e., gaining a better understanding of particular field work; feedback on whether or not the student enjoyed this type of work; insights gained about one's formal training; broaden one's vocational perspective; and commitment. reinfOrced toward this vocation.) Even though Kramer's research (1966) reported an independence between the variables of attitude effects, insights gained and commitment toward career choice in pre-service teaching, the present study indicated that CE and SW pre-interns were hopeful that field experience gained and further training would help them in curricular and career decision-making. The post-interns had already been involved in field work and were quite advanced in their fOrmal training programs. The post-interns still had questions relating to career orientation, but not to the degree the pre-interns were encountering. The post-interns' past field experiences helped solve many of their expectations relating to "Effects of the Field Experience". They were now concerned with learning about and adjusting to the field environment (e.g., understanding the organ- ization's purpose, goals, policies, procedures and authority structure; 126 understanding intern's role and degree of involvement; type of super- vision and training provided; evaluation procedures; remuneration and other benefits provided; others' expectations for the intern; intern's adjustment to one's own expectations; learning to be flexible and adap- table; employing observation skills fOr understanding peculiar problems and different ways of doing things in the work situation). The post- interns were hopeful that additional field experience would help them in understanding how agency work could better prepare them as profes- sionals for communicating with and helping others. Another major expectation category that was related percen- tage-wise by the post-interns to "Field Environment" expectations was that of applying fermal training and past experience in the field. Even though "Application of Prior Learning" expectations were less than ten percent of all four subsets, the post-interns perceived these expecta- tions to be helpful in fulfilling "Field Environment" expectations. The pre-interns perceived "Application of Prior Learning" expectations to be helpful in answering their questions about career orientation and training needs. Both the pre-interns and the post-interns hoped to gain insights and experience through application of formal training (i.e., application of knowledge, methods, models, materials, curricular, pror grams, other resources; application of musical, sports and recreational training; application of'past experience gained from informal and non- fOrmal learning in other situations; application of personal ideas for experimentation; gaining community education along with formal training and work experience; and recycling field experience gained into the classroom setting). The findings confirmed that proper curricular orientation and 127 guidance in field work is essential for helping students achieve their expectations for career development. The findings also indicated that students need assistance in identifying and clarifying their expecta- tions. Expectation identification should be a prerequisite step in the process of goal setting fOr effective field work. The students need to have a realistic understanding of what they hope to gain from the field experience and a clear understanding of the expectations and goals of the educational institution and the field agency. Finally, the above "student stated" expectations were similar to the training areas reported in the "Literature Review" for pre- service development. A review of the CE and SW programs indicated that the students were receiving training in thirteen of the fifteen areas mentioned in the literature. The study also implied that further imp provement needs to be made in the preparatory activities for internship training. Suggestions fer curricular improvement are presented in the "Recommendations" section. 2. The student interns were fairly optimistic about achieving‘ their expectations. All four subsets reported an "optimistic" level of intensity fer achieving "Interpersonal" and "Intern Development" expectations. The students reported that "working with others," "Selfedevelopment" and "gaining field work experience" were the primary reasons fer achieving their expectations. The students also indicated a strong desire for gaining self-confidence and self-knowledge. The CE and SW interns reported an "optimistic" level of inten— sity fer achieving "Effects of Field Experience" expectations. The post-interns stated that "field experience gained" provided practical 128 feedback for answering questions related to field performance, training needs and career orientation. Even though the pre-interns lack planned field-base experience, it is assumed that anticipation of an internship experience affected the pre-interns' optimistic view of achieving these expectations. It is also assumed that previous experience gained by the pre-interns prior to their enrollment in college may have affected their optimistic view. Previous field experience was reported as a "source" of pre-intern expectations. The study did not explicitly state why the pro-interns were optimistic in achieving "Effects of Field Experience" expectations. Most of the students were fairly optimistic in achieving "Field Environment" and "Application of Prior Learning" expectations. There was some variation (optimistic to apprehensive) in achieving these expectations by the SW students. The SW faculty felt that the implementation of a totally new SW program may have affected the SW students' confidence in these two areas. The CE internship program was new. Program transitional effects may have caused some of the variation in the CE post-interns' level of intensity for achieving "Field Environ- ment" expectations. Now that both programs have been operating for one' year, many of the transitional effects will be eliminated and the stu- dents should experience greater confidence in achieving these expecta- tions. Beginning a work experience in a new setting with a different organizational structure will produce some apprehension regardless of how much experience a person may have. The literature review indicated that student interns usually enter the field experience with anticipa- ted expectations and goals coupled with aspirations, apprehensions, 129 needs, hopes, problems and anxieties. The interns' background exper- iences, attitudes, values, beliefs, self-perception, confidence, person- ality traits, motives, level of readiness, adjustment ability and rela- tional skills influence their success or lack of success in the field experience. The level of achievement is also determined by the value judgments and influences of the field supervisor and other people stu- dents encounter in the field setting. Other factors affecting the achievement of intern' expectations are: understanding the organiza- tional and authority structures; identifying, clarifying and implement- ing personal and professional goals effectively; understanding the internships' role sufficiently; effectively dealing with erroneous first 'impressions; use of personal time outside job responsibilities; coping with course requirements while fulfilling internship tasks; handling field supervisor criticism and evaluation; coping with boredom, lack of motivation, negative attitudes; and rethinking unrealistic expectations and goals. These factors will either hinder or assist students toward realization of their expectations and goals.. It is therefore important that prior consultation between the agency and the institution will help elimdnate some of the apprehensions students may have about their field experience. Effective communication between the agency and school in establishing goals and guidelines for the students will help them in realizing their expectations. If the student interns had been aware of these factors influencing their expec- tations, the level of intensity may have been more apprehensive than optimistic. Therefore, educators and field personnel working with interns should cautiously and methodically help the students through each phase of their field experience. 130 3. The student interns reported that the "source" of their expectations was based on personal needs and values, past experience, influence of others, societal needs, academic stimuli, religious commit- ment, professional development, career goals and job expectations. The source of student stated expectations was primarily stu- dent focused and concerned for achieving personal needs, professional goals and values. Over three hundred student responses were recorded for this primary source of student expectations. This observation was consistent with the reasons given fer achieving student expectations .(i.e., learning how to work with others, self-development and gaining experience for professional growth). The primary source of student expectations was also related to the students' previous experience in similar work settings (325 responses). Many of the students reported former work experience in Christian ministries and social work service prior to their enrollment in college. The feedback gained during the interview indicated that the students had positive experiences and that these experiences were instrumental in deciding a major in Christian Education or Social Werk. Also, family and societal needs were suggested as sources that directed the students toward vocational training in these areas of human service. Many students felt that their discussions with classmates, professors, agency personnel and other professionals helped broaden their perspec- tive for what to expect in their field training. The internship oppor- tunities provided the students with a more realistic understanding of job expectations. Underlying the students' desires to work with and help people was a religious commitment to serve others in need. The students' reli- 131 gious background and vaers influenced their concern for personal spir- itual growth and the integration of their faith in their work. Many of the CE and SW interns asked for more teaching of Bible content in their classes. The students also asked for more assistance in knowing how to integrate spiritual and moral values in their work. The integra— tions of spiritual and moral values would be expected in Christian min- istries, but it is encouraging to note that the students were concerned with integrating their faith in other types of human service. Agency personnel have shared on several occasions with the faculty members that CE and SW students demonstrate a concern for the physical, psychological, material, moral and spiritual welfare of their clients. Evidence of this nature has indicated that the preparatory activities have provided a holistic approach for preparing students for human services. This is one of the main objectives of a Christian liberal arts education. Subset Comparisons 1. There were very few substantial, qualitative differences in the kinds of responses reported by student interns preparing for religious or social work occupations. All four subsets reported similar expectations in the five "Expectation Categories." Both the pre-interns and the post-interns placed a strong emphasis on achieving expectations that related to helping others and self-development. The students were hopeful that field experience gained would provide pertinent infermatiOn for curric- ular and career decision—making, learning about and adjusting to the field environment, applying and deveIOping skills based on fbrmal class- room training. 132 All fOur subsets reported the same "sources" for their expec- tations. The students were fairly "optimistic" about achieving their expectations. There was some variation (optimistic to apprehensiveness) reported by the SW post-interns concerning the achievement of "Field Environment" expectations due to "program transitional effects" in the SW program. The students also reported the same kinds of curricular and co-curricular activities influencing student achievement of their expec- tations. Similar suggestions were given by all fOur subsets fer improv- ing the curriculum in the CE and SW programs. Quite a few of the stu- dents reported unresolved and unrealistic expectations. The CE and SW post-interns reported more unresolved and unrealistic expectations than the CE and SW pre-interns due to "field experience gained." Thus, the majority of CE and SW student responses were basically similar in the kinds of expectations reported, the source and intensity of the expec- tations, curricular and co-curricular activities influencing the expec- tations, suggestions given for improving the CE and SW internship pro- grams, and further assistance in clarifying unresolved and unrealistic expectations. 2. The CE and SW post-interns reported more unresolved and unrealistic expectations than CE and SW pre-interns: After comparing the data findings between the CE/SW’pre- interns and the CE/SW’post-interns, it was observed that "field exper- ience gained" was a major factor in the kinds of unresolved and unreal- istic expectations reported. The lack of field experience and program status of the pre-interns affected the kinds of unresolved expectations reported which were more anticipatory in nature; whereas the post~intern unresolved responses were more pragmatic. Even though the unresolved 133 and unrealistic expectations reported by the pre-interns and post- interns differed in their perceptions of the field experience, a good portion of these expectations mentioned related to the expectations stated in the literature fer intern training. The CE and SW pre-interns reported unresolved expectations that were concerned about: 1) selecting the appropriate field exper- ience; 2) self-improvement; 3) communication and counseling skills; 4) setting goals; and 5) career orientation. The CE and SW post-interns were still concerned about: 1) not knowing what resources were avail- able; 2) not knowing how to conduct group meetings; 3) solving theolog- ical differences with organization serving; 4) not enough time to do all that was required in the classroom and for the field experience; 5) knowing how to set priorities; 6) self-development and being used to one's fullest potential; 7) learning how to serve more effectively; 8) wanting to participate more in the field experience; 9) discovering other job opportunities available; 10) learning how to maintain objec- tive in the work setting; 11) need to get into field work sooner; 12) learning how to deal with difficult situations; 13) developing commun- ication skills; 14) need for more infbrmation about agency before 'getting involved; and 15) need to know more about SW program goals and policies. The pre-interns indicated that their expectations were fairly realistic. The two basic unrealistic expectations mentioned were con- cerned with the pre-interns desire and ability to 1) help everyone they served and 2) being a "polished" person. The post-interns mentioned the following expectations as not being realistic: l) expecting more supervision than needed; 2) expecting to become a "dynamic" youth leader 134 in one field experience; 3) expecting results and maturity of those worked with in a short period of time; 4) that everyone would accept and like the student as a person and leader; 5) fear that agency personnel didn't think student did anything; 6) frustrating comparing oneself with professionals; 7) being limited in job opportunities because of field experience; 8) negative feelings about how one's background would affect field work; 9) thoughts of not being able to help anyone; and 10) desire to be the perfect communicator. The insights gained from the student unresolved and unrealistic expectations will be helpful for assisting new interns preparing for their internship assignments. These insights will also be helpful for field supervisor orientation as they prepare to work with pre-interns. Curricular Implications 1. C .. 1 j _ , 1 l' . . . E] I i | 1' E H . I l' . The students observed that their course work had helped them in achieving their expectations. The students mentioned specific courses in the Christian Education, Social WOrk, Physical Education, Communica- tions, Psychology, Education and English programs. The students felt that their course work broadened their perspective of field work oppor- tunities and that the classes provided interaction opportunities fer developing certain skills for effective field work. The professors provided encouragement and emphasized the application of training fer field work. The students also felt that the professors required good study habits and demanded excellence in classroom work. Thus, the aca- demic standards, course requirements and professor demands for excel- .135 lence helped the students in achieving field experience expectations. Other curricular factors mentioned by the students included class input by guest lecturers, special seminars and workshops in human relations training and self-development, and independent research pro- jects. Some Of the courses required field work tasks where training methods could be applied. Classroom case studies and role-playing of job situations helped the students learn how to respond correctly to situations encountered in the field. Student competition and the achievement of high grades had a causal effect for quality performance in the classroom. The students also observed that their training rein- forced their home training. The students felt that their formal train- ing provided the necessary skills for self-education and self-develop- ment for professional work. The students Observed that CO-curricular activities such as interacting with different people on campus and in dorm living helped them in learning how to relate and communicate with others. There were many opportunities for helping others in need with academic and personal problems. Being able to work as a PROBE leader provided opportunities for helping freshmen adjust to the campus environment and academic requirements. Counseling Opportunities were provided through Personnel Assistant positions and Senior Instructorships. Other campus leadership positions allowed for the development of management and interpersonal skills. The students felt that being involved in sports and intra- murals taught many lessons in team work and self-control. Learning how to work with professors, dorm directors, dining hall staff, admininstr- tion and other adult staff members on campus provided the necessary 136 skills for working with field agency staff. CampUs jobs were also men- tioned as good background experience fer field work. Getting involved in campus sponsored cross-cultural experiences taught the students how to appreciate justifiable differences. Participating in volunteer work and Christian ministries complemented required field work. Other co-curricular factors mentioned by the students included involvement in musical groups, Bible studies, chapels, Christian fellow- ship on campus, fund-raising, campus clubs and other organizations, cheerleading, Youth Conference, retreats, social activities, field trips, independent studies, interacting with upper-classmen and different majors, tutoring others, yearbook staff, developing friendships and par- ticipating in the Wandering Wheels program. The students felt that all of these activities were helpful in achieving their expectations. As one student stated, "The general campus environment encourages caring and sharing with others." 2. The students indicated that there is a need fer curricular improvement in the areas of professional and personal development, field orientation, field supervision and career decision-making. Many of the students felt that their academic training was adequate and provided the necessary training with the amount of funds, facilities and staff available. Many of the pre-interns had no sugges- tions or comments to make because of their limited exposure to the courses and field work. .A few of their suggestions were premature because of their limited exposure to the advanced courses. Suggestions such as: provide more infbrmation on what is happening in the field, provide more "how to" skills, more seminars on personal development, career development office could provide more help, more research empha— 137 sis, more courses emphaSizing listening and relating skills, more self- awareness discussions and human relations training, more hypothetical situations presented in classwork, and more role-playing in front of video, are all included in the advanced courses. And yet, these sugges- tions by the pre-interns are very relevant. Mere course improvement needs to be done in some of these areas as confirmed by the post-interns. Some of the students suggested a need for more field work. And yet other students found it difficult fulfilling course and field work requirements at the same time. In fact, one student asked for more assistance in managing one's time and activities. This area of concern needs careful examination. The students also suggested a need for more social interaction between the students, with faculty, administration and other staff'mem- bers. The students felt that it was important to interact with the faculty and other peers outside the classroom, office and away from their field work. Time limits and work responsibilities restrict student-faculty interaction to the classroom or the office setting. One suggestion made was that of having more informal times with the students in the dining commons, student union and at sports events. Both stu- dents and faculty agree that there is a need to interact with each other in informal settings. The students suggested better preparation for field work and pre-field interaction with agency personnel. The students suggested that agency personnel should be invited to speak in the classroom. The students felt there should be more opportunities to observe different organizations befOre their field work assignments. The students sug- gested that funds should be made available for field trips. They also 138 suggested a need for more concrete illustrations relating to abstract concepts about field work. The students felt there was a need for more fOrmal training in how to make adjustments in the field. There was also a desire to interact with classmates who have had field experience. These student suggestions fer better field work preparation are very insightful and need to be considered in the re-evaluation process for program improvement. Other student suggestions for program improvement included: 1) more family interest while involved in field work; 2) more help in sorting out personal values and goals; 3) lessen the class size; 4) more integration of Bible content in courses; 5) encourage and promote stu- dent involvement in extra-curricular activities; 6) more structure and guidance in selecting field experience opportunities; and 7) have CE and SW programs share in freshmen orientation. Recommendations The recommendations are grouped into three major categories: 1) Hypotheses, 2) Suggestions for Further Research, and 3) Suggestions for Curricular Improvement. Hypotheses Based on the discussion given to the data and the conclusions, hypotheses were fbrmulated for further empirical testing. The first set of hypotheses are directly related to the findings of this study: 1. Pre-intern expectations are qualitatively similar to expectations held by interns who have previous field experience. 2. The primary source of student expectations (i.e., achieving personal needs, hopes, concerns, goals and values gained from previous experience) 139 influences substantially the kinds of expectations student interns have for new field experiences. 3. Curricular and co-curricular activities are directly related to student achievement of their expectations in the field setting. 4. Student interns who received prior exposure to field work and are advanced in their fermal training programs have more unresolved and un— realistic expectations than pre-interns. The following set of hypotheses are based on inferences rela- ted to the study that need further exploration: 1. Student interns who identify and clarify their expectations for competency-based field exper- iences will have less difficulty in formulating and achieving their personal goals and evaluation procedures for their internship. 2. Intrinsic factors such as personality differences, levels of readiness and motivation, coping abil- ities, learning style preferences, personal values, beliefs and attitudes have more of an influence on student achievement of their expectations than curricular effects. 3. Positive field-based experience will reinfbrce a student intern's commitment to one's academic training program and similar job opportunities fer achieving career goals. Suggestions for Further Research l. A standardized questionnaire needs to be constructed that would sample as completely as possible the domain of student re5ponses identified by this study. The questionnaire would consist of one to two hundred items that would be uniform for pre-interns and post-interns, and would be objectively scoreable. For example, the items would be declarative statements with a "Likert Scale" format in which the interns are asked to mark the appropriate descriptor: "Strongly Agree," "Agree," "Neu- tral," "Disagree," "Strongly Disagree," or perhaps "Strongly Approve," 140 "Approve" and so forth.’ The instrument would need to be pre-tested for validity and reliability measures. Such an instrument would be excel- lent for a factor analysis of student responses. This quantitative approach would allow for computer analysis of a larger sample with uniform results. The instrument could also be employed for testing the above stated research hypotheses. The instrument would help differen- tiate more effectively student hopes and concerns influencing their expectations. 2. Further investigation needs to be done regarding the effects personality differences, levels of readiness and motivation; coping abilities, learning style preferences, personal values, beliefs and attitudes have on student achievement of their expectations. The present study was more concerned about the effects curric- ular and co-curricular activities had on student achievement of their expectatiOns. The data indicated a positive influence and provided suggestions for curricular improvement; and yet, the student responses also indicated that other intrinsic variables were affecting their expectations. Thus, three questions are suggested for further research: 1) Are intrinsic factors more influential in student expectation .- achievement, or lack of achievement, than curricular strengths or weak- nesses? 2) Should all students preparing for a similar vocation have the same curricular training and field work exposure regardless of differences in levels of motivation and readiness, interests, personal values and learning style preferences? 3) What correlations exist between the findings of this study and the effects of intrinsic factors? The formal application of standardized instruments within rigerous experimental studies (such as the Sixteen Parsonality Factor 141 Questionnaire, the Motivational Analysis Tast, the Diffbrential Aptitude Test and the KndEr Interest Inventory) would provide valuable data for preparing student interns for field work experience. Thus, there is still a need for investigating the effects intrinsic behavioral factors have on student achievement of their expectations for field work exper- ience. 3. There is a need for designing a standardized instrument similar to the Strong-Campbell Interest Inventory that would help CE and SW majors in identifying appropriate Christian ministries and social work opportunities that relate to their career interests. Career orientation was a primary concern reported in the student expectations. Christian ministries and social work service are very diversified in their respective fields. Christian ministries range from working in the church to conducting system analysis studies for different organizations. Social work service involves preparation for migrant services to working in mental health clinics. Some students desire to work with children while other students are interested in youth work or senior citizen care. One of the goals for internship training is to allow students to explore and become involved in different avenues that relate to their interests. The design of an instrument or instru— ments that specifically relate to Christian ministries or social work service would help students understand the many work opportunities available and the specific kinds of work they might be interested in as they prepare for an occupation. This information would also be useful in curricular planning and the assignment of students to appropriate field experience that relate to their career interests. 142 Suggestions fOr Curricular Improvement 1. Provide better preparation for field work. The students indicated that pre-field orientation was impor: tant and desired more information concerning the different types of field work opportunities available fer meeting their interests. The students felt that more time should be spent with them for appropriate placement in field agencies. The faculty should take the initiative and encourage students to volunteer for field service opportunities earlier in their training programs so that they could observe different types of agencies befOre their required internships. The faculty should provide the students with information about continuing education con- ferences and encourage them to attend the conference workshops that relate to human development and skill training. The faculty should also encourage their majors to take advantage of leadership opportun— ities on campus and get involved in co-curricular activities that pro- vide experience for working with different types of people. Providing a good balance between content and experience in the teaching/learning process is also needed. Quality information is needed for developing a sound theoretical basis for solving field work needs and problems. The "what" and the "why" are just as important as the "how to." Unfortunately, a good portion of liberal arts teaching is too abstract and not practical enough. Students who are just begin- ning their formal training for life careers are at times very concrete and reflective in their thought processes and have limited experience as a point of reference. There must be a conscious effort on the part of the faculty to provide more practical illustrations with the theory. The use of case studies, simulations and role-playing are just a few 143 interaction techniques that could be used in the classroom for helping the students to experience the content while learning it. Inviting field personnel to the campus as guest lecturers would provide relevant input in the classroom. There should also be more active participation by the agency personnel in the orientation sessions and special workshops during the year. By having the field personnel on campus, they can meet with students on a more infbrmal level and help them answer the many questions related to the above concerns. It has been suggested by the field supervisors that they meet together periodically for discussing their concerns and receiving addi- tional input from the faculty or guest resource people who are profi- cient in field work training. Another suggestion was posed by the stu- dents and the field supervisors for developing a governing committee composed of students, supervisors and faculty to help clarify policies, procedures and solve problems. Thus, the implementation of a new intern- ship program will encounter transitional effects that need the advice of all personnel involved in the internship program. One of the best resources available for helping new interns with field work tasks is the post-intern. The experience gained by the post-interns could be utilized in the pro-field tasks (e.g., advising students about the different types of field work opportunities fer selecting and meeting field agency personnel); in the orientation ses- sions and periodic workshops (e.g., sharing their experience and how they solved problems in the field); in the classroom (e.g., assisting the instructor and students with field research projects); in the field (e.g., accompanying a new intern to the field setting and providing new insights); and for tutoring purposes. The students have asked fer more 144 involvement and greater responsibility in the programs, and this type of sharing could meet the different needs of the students. 2. Provide more assistance in solving unrealistic and unre- solved expectations. Towards the end of each internship experience, an exit inter- view should be conducted with the field supervisors and especially with the interns for debriefing purposes. One of the tasks during the debriefing process should focus on resolving expectations that were left open-ended and need further clarification. The additional insights gained from the unresolved and unrealistic expectations would provide pertinent information for further intern preparation. This process would also help solve any misunderstandings the interns or supervisors may still be encountering. This infermation could also be used for field supervisor orientation as they prepare to work with new interns the following year. It is normal for students entering a new field experience to be more concerned with the welfare of others and their own self-develop- ment. Later on in their field work, the students begin to understand the significant role of the agency's structure for meeting the needs of people. The literature review noted that many times this process is reversed in the thoughts of the field supervisors._'1t is at this point of tension that prOblems occur and misunderstandings develop between the students, agency personnel and the faculty members. .Many of these pro- blems can be avoided through proper orientation and periodic on-site visits by the faculty members. Thus, one of the tasks of the exit inter- view should fbcus on clarifying any problems or unresolved expectations the students or the agency personnel may still have.‘ 145 The goal of liberal arts education is that of assisting stu- dents toward a positive and fulfilling educational experience that pre- pares men and women to function effectively in a changing world. The above suggestions for further research and curricular improvement could provide valuable insights for the continuing education of student interns preparing for religious and social work occupations. Every opportunity should be taken for improving the curricular process for meeting human needs. If the needs of people are to be met, better preparation of pro- fessional workers and leaders is paramount in liberal arts institutions. The results of these endeavors will be seen in the lives of those people the students will be serving throughout their careers. Thus, educative experiences must incorporate the expectations and goals of the field agencies, the educational institutions, and most importantly, those of the student intern preparing fer a career in human development and service. APPENDICES APPENDIX.A INTERVIEWER'S INSTRUCTIONS INTERVIEWER'S GUIDE INTERVIEW INSTRUMENT (TYPE A E B) INTERVIEW APPOINTMENT SHEET 146 INTERVIEWER'S INSTRUCTIONS PROCEDURE: 1. Greet student with a warm, friendly greeting (small talk). 2. Begin interview by explaining "Introductory Remarks" on "Interviewer's Guide.“ Turn on tape recorder. 3. Begin Part I. Ask questions and record responses on the "Interview Response/Observation Form." Indicate the question # in the "Question # Response" line. 4. Begin Part 11. Have student score "Intensity Level Code I" for each expectation listed. Then ask Intensity and source questions. 5. Begin Part III. Have student select three Of his or her priority expectations off the Part 1 "Response Form“ and have student write each one on a yellow cue card. Introduce other cue cards and shuffle all the cards. Have student ' arrange all of the cue cards in priority order of importance for achieving. Then ask questions Of institutional importance for each Of the top five priority cards. 6. Ask student to respond to the “summary" questions. 7. Thank student for participating in the interview. 8 After student leaves, review tape and record student's responses on the Part II & III "Observation Forms.“ 9. Prepare for next interview. 147' mum/men's cum: (Pre-Intern) INTRODUCTORY REMARKS: Briefly explain to the student - The purpose of this time together is to gain insights from you that will help the (SR or CE) department improve its field experience program. We want to ask some questions about a few of the expectations you have for next fall% field experience. such as: I. What are you expecting from this experience? 2. why is this expectation important to you? 3. How could the (SR or CE) program better prepare you for your field experience? (Ask student if you could turn on the tape recorder so that you could spend more time listening to what was being said.) PART 1: Kinds of Expectations 1. WHAT DO YOU HOPE TO GAIN FROM THIS EXPERIENCE? 2. WHAT ARE YOUR CONCERTS ABOUT THE EXPERIENCE? 3. WHAT ELSE DO YOU EXPECT FROM THE EXPERIENCE? 4. HHAT PERSONAL STRENGTHS ARE YOU EXPECTING TO LEND TO THE EXPERIENCE? PART II: Intensity 8 Source Directions: Have students score intensity level fOr each expectation (explain scale) then ask following questions of intensity and source. . I. HHY IS THIS EXPECTATION IMPORTANT TO YOU? _ 2. HOW DID YOU GET THIS EXPECTATION? HAS IT BECAUSE OF SOME PREVIOUS EXPERIENCE? DID SOMEONE INFLUENCE YOU?~.OR DID IT ORIGINATE HITH YOU? (PLEASE EXPLAIN) PART III: Questions of Institutional Importance Directions: Have student select three of his or her priority expectations off the ReSponse form and write each one on a yellow "cue“ card. Introduce the white cue cards after he or she has completed the first task and then have the student arrange all_ of the cue cards in priority order of importance for achieving. Then ask questions of Institutional Importance of the top five priority cards. I. *HOH DO YOU THINK YOUR TRAINING AT TAYLOR HILL HELP YOU IN ACHIEVING THIS EXPECTATION? 2. **IN HHAT HAYS HOULD C0-CURRICULAR ACTIVITIES HELP YOU? 3. HOW COULD TAYLOR BE MORE HELPFUL TO YOU IN FULFILLING THIS EXPECTATION? 4. HON COULD THE (CE or SH) PROGRAM BETTER PREPARE YOU IN FULFILLING THIS EXPECTATION? . Summary Questions: 5. DO YOU HAVE ANY UNRESOLVED EXPECTATIONS WHERE YOU WOULD LIKE MORE HELP? 6. CAN YOU THINK OF ANY UNREALISTIC EXPECTATIONS YOU MAY HAVE? CONCLUSION: Thank student for participating in the interview. After student leaves. review tape and record observations. Prepare for next interview. *Ask student to think about specific courses. **Clubs Sports (Varsity or I-N) Field Trips THO Chr Ministries (Volunteer) Bible Study ECHO Music Groups - Dorm Li f0 PROBE SUB Activities 148 INTERVIEW RESPONSE/OBSERVATION FORH (Pre-Intenn) NAME: DATE: TIME: r11 509114.111 511 ca 511 m: pos1 r__11 BRIEF DESCRIPTION OF FIELD EXPERIENCE CATEGORY' CODE I llll'lllllllllll'lll'll 1 Sci“: .5 ”33333?! swam COMMENTS REGARDING mos or expscnmons 12345 __ 1'. ' 12345 __ 2. 12345 __ 3. 12345 __ 4. 12345 __ 5.- 12345 __ 5. 12345 __ 1. 12345 __ a. 12345 __ 9. 12345 __ 10. 12345 __ 11. 12345 __ 12. 12345 __ 13. 12345'__ 14. 1234.5 __ 15. 12345 __ 15. 12345 __ 17. 12345 __'_ 13. 12345 __ 19. ' " 12345 __ 20. l - OPTIMISTIC - I am pretty sure I can fulfill this expectation 5 - APPREHENSIVE - I am not sure whether I can fulfill this expectation?- 3 - NEUTRAL - It doesn't matter one way or another about filfilling this expectatiOt 2&4 - IN BETHEEN OPTIMISTIC OR APPREHENSIVE 149 PART II: OBSERVATION FORM EXPECTA- I I S CODE I non 4 STUDENT COMMENTS ABOUT INTENSITY (I) AND souace (S): o 1 2. __ __ __ __ __ : __ : : __ __ : : __ : : __ Is Is IS Is Is Is Is Is IS Is IS IS 1.5.15 .15 '45 1.5 I...) O o I O 1 1 I 2 1 O 3 I 14. O 5 1 O 6 1 0 7 I . 5 ..o «I 15C) Name PART III: OBSERVATION FORM CATEGORY PRIORITY QUESTION CODE I CODE I CODE 1 STUDENT COMMENTS TO THE QUESTIONS: '1‘ 1. 2. 3. #2 I. I3 .I. .I4 I. '5 I. SUMMARY 5. QUESTIONS ll llll llllllll llllllll Card Cue Arrangement: (Enter card cue codes on back of cards and enter codes in order) ll 12 l3 l4 . '5' l6 l1 {8 i9 IS]. INTERVIEWENS GUIDE (Post-Intern) INTRODUCTORY REMARKS: Briefly explain to the student - The purpose of this time together is to gain insights from you that will help the (SW or CE) department improve its field experience program. We want to ask some questions about a few of the expectations you had for your past field experience,.such as: I. What did you expect from this experience? 2. Why was this expectation important to you? 3. How could the (SW or CE) program better prepared you? (Ask student if you could turn on the tape recorder so that you could spend more time listening to what was being said.) PART I: Kinds of Expectations 1. WHAT DID YOU HOPE TO GAIN FROM THIS EXPERIENCE? 2. WHAT WERE YOUR CONCERNS ABOUT THE EXPERIENCE? 3. WHAT ELSE DID YOU EXPECT FROM THE EXPERIENCE? 4. WHAT PERSONAL STRENGTHS WERE YOU EXPECTING TO LEND TO THE EXPERIENCE? PART II: Intensity a Source Directions: Have students score intensity level for each expectation (explain scale). then ask following questions of intensity and source. I. WHY WAS THIS EXPECTATION IMPORTANT TO YOU? 2. HOW DID YOU GET THIS EXPECTATION? WAS IT BECAUSE OF SOME PREVIOUS EXPERIENCE? DID SOMEONE INFLUENCE YOU? OR DID IT ORIGINATE WITH YOU? (PLEASE EXPLAIN) PART III: Questions of Institutional Importance Directions: Have student select three of his or her priority expectations off the Response form and write each one on a yellow "cue“ card. Introduce the white cue cards after he or she has completed the first task and then have the student arrange all of the cue cards in priority order of importance for achieving. Then ask— questions of Institutional Importance of the tap five priority cards. 1. *HOW DID YOUR TRAINING AT TAYLOR HELP YOU IN ACHIEVING THIS EXPECTATION? 2J**IN WHAT WAYS DID CO-CURRICULAR ACTIVITIES HELP YOU? 3. HOW COULD TAYLOR HAVE BEEN MORE HELPFUL TO YOU IN FULFILLING THIS EXPECTATION? 4. HOW COULD THE (CE or SW) PROGRAM BETTER PREPARED YOU IN FULFILLING THIS EXPECTATION? Summary Questions: 5. DO YOU STILL HAVE ANY UNRESOLVED EXPECTATIONS WHERE YOU WOULD LIKE MORE HELP? 6. CAN YOU THINK OF ANY UNREALISTIC EXPECTATIONS YOU MAY STILL HAVE? ' ‘ CONCLUSION: Thank student for participating in the interview. -After student leaves. review tape and record observations. Prepare fOr next interview. *Ask student to think about specific courses. **Clubs Sports (Varsity or I- M) Field Trips TWO Chr Ministries (Volunteer) Bible Study ECHO Music Groups Donn Life ' PROBE SUB Activities NAME: FR SOPH JR SR 1152 INTERVIEW RESPONSE/OBSERVATION FORM (Post-Intern)- DATE: ma m fi_1_ TIME: BRIEF DESCRIPTION OF FIELD EXPERIENCE CATEGORY CODE I . I S S E: d ddd-‘dddddddfldddddddd I SCALE 2 3 4 5 2 3 4 5 Z 3~4 5 2 3 4 5 2 3 4 S 2 3 4 S 2 3 4 5 2 3 4 S 2 3 4 5 2 3 4 5 2 3 4 S 2 3 4 S 2 3 4 5 2 3 4 5 2 3 4 5 .2 3 4 5 2345 2345 2345 2345 2345 QUESTION I RESPONSE STUDENT COMMENTS REGARDING KINDS OF EXPECTATIONS L 2. 3.. 4. 5. 6. 7. 8. 9. IO. II. 12. 13. I4. I5. I6. I7. IB. I9. 20. - OPTIMISTIC - I was pretty sure I could fulfill this expectation S - APPREHENSIVE - I wasn't sure whether I could fulfill this expectation? 3 - NEUTRAL - It didn't matter one way or another about fulfilling this expectation 2&4 - IN BETWEEN OPTIMISTIC OR APPREHENSIVE 153 ’ Name PART 11: OBSERVATION FORM 1 1 s EXPECTA- COOE I TION 4 STUDENT COMMENTS ABOUT INTENSITY (1) AND SOURCE (5): 1 1. 1 s“— s 1 2. 1 5‘— s 1 3. 1 5— s 1 4. 1 5—" s 1 5. 1 s— s 1 5. 1 5"“ s 1 7. 1 5“" s 1 a. 1 5— s 1 9. 1 5““ s 1 1O. 1 5"" s 1 11. 1 5"— s 1 12. 1_ 5— s 1 13. 1 5— s 1 14. 1 5— s 1 15. 1 5"" s -1 15. 1 3“" s 1 ' 11. ..1 5"— s 1__ __ 1'5. 1 s s l 154» Name PART III: OBSERVATION FORM CATEGORY PRIORITY QUESTION CODE I .CODE I 1 CODE I STUDENT COMMENTS TO THE QUESTIONS: II‘ I. 3. 4. I2 , I. 2. 4. I3 I. .I4 I. I5 I. , SUMMARY 5. QUESTIONS ll lll'lllllll'llllll llll Card Cue Arrangement: (Enter card cue codes on back of Cards and enter codes in order) II ' I2 I3 I4 IS I6 . I? I8 I9 IIO 155 INTERVIEW APPOINTMENTS (CS or SM) DATE TIME STUDENT'S NAME: CLASS F-M AGE 1-2 S-M C-N INTERVIENER R 3/ 103111 Mary Doe F 18 1 S C APPENDIX B RATER'S FORM EXPECTATION CATEGORIES AND DESCRIPTORS 156 EXPECTATION CATEGORIES ANO DESCRIPTORS (Rater Fona) The following major categories and their descriptors were formulated from the student expectation responses. Many sub-categories are subsumed under the major categories. Your task is to enter a Category Code Number (II. 2. 3. I or 5) next to each student response statement by using this fonm. Look at each major category title first and see if response applies. Next. read descriptors and relate to response. If descriptors do not relate under the apparent major category. look at other categories and their descriptors. If you still have a problem deciding what code number to give the response. refer to listed ”Question I' next to the response and relate question to “Category Titles." To aid you in this task. the following questions were asked of the CE and SW pre-interns and post-interns: l) What do or did) ou hope to gain from this experience? 2) What are or were your concerns about the experience? 3) What else (do or did) you expect from the experience? 4) What personal strengths (are or were) you expecting to lend to the experience? CATEGORY CODE I CATEGORY AND DESCRIPTORS Il INTERPERSONAL: Helping. relating and canmnflcating with others a) Helping - Counseling. mediating. encouraging. motivating. disciplining b) Relating - caring. showing compassion and interest. being sensitive and open. approachable. loving. accepting. understanding. empathizing. patient. modeling; learning about others' needs. concerns. problems and how others should be treated: understanding how behavioral channe occurs: understanding group dynamics and development; use of humor c)‘ Communicating - Listening. confronting; understanding verbal and nonverbal comunication; comunicating and working with supervisors. co-workers. different age groups. clients. students. patients and families I2 FIELD ENVIRONMENT: Learning about and adjusting to the field environment a) Learning about - orgainization's purpose. goals. policies. procedures and authority structure; understanding intern's role and degree of in- volvement; type of supervision and training provided; evaluation procedures; remuneration and other benefits provided b) Adjusting to - others' expectations for the intern; intern's adjustment of one‘s own expectations; flexible and adaptable: employing obser— vation skills for understanding and adjusting to perculiar problels and different ways of doing things in the work situation I3 APPLICATION OF PRIOR LEARNING: Integration of prior learning in the field 'a) Application of formal training - Knowledge. methods. models. materials. ' curricula. programs. other resources: musical._sports s recreational training 6) Application of past experience gained from informal or non-formal learning in other situations c) Application of personal ideas for experimentation d) Gaining comunity education along with formal training and work experience e) Recycling field experience gained into the classroom setting. I4 INTERN DEVELOPMENTE Developing professional competencies and personal traits a) Professional competencies - appreciating differences and developing mutual respect: learning how to follow other types of leadership styles while developing and employing one's own leadership abilities: organizing and managing; problem-solving and decision-making; management of time; performing work assignments effectively and handling responsibility: integration of faith with work (e.g., helping others grow morally and spiritually; exercising one's “spiritual gifts“); gaining practical experience and insights; developing interviewing and writing skills; developing training and teaching competencies: evaluation techniques b) Personal traits - Understanding and developing self-confidence» self-esteem. self-enrichment. self-maturation. self-evaluation and self-concept: developing assertiveness: discovering personal limitations. values. abilities. talents and other assets; coping with failure. mistakes. fears. stress and anxieties: moral and spiritual growth; maintaining objectivity: developing creative abilities; understanding independency and interdependency relationships; enthusiasm; experience success IS EFFECTS OF FIELD EXPERIENCE: Feedback relating to field work. formal training and career orientation a) Field work - gaining a better understanding of particular field work; feed- back on whether or not student enjoys this type of work; how I affe€t¢¢ OIDOTS b) Formal training - insights gained on how formal training relates to field work; feedback on whether or not this type of formal training is further desired by student; need for further training in this major area ‘7) CON-’9" orientation - broaden vocational perspective; comitment "mfg"... toward this vocation; Professional status transition from student intern status to seld- APPENDIX C FIGURES C.1 - C.31 COLLATION OF STUDENT RESPONSES 157 «ea—as "sconce; up.“ oe.anocnxe case’s-gnu e.-u a» ma.eaaeoaao o pawn spews-a unwcawe space we» u—wm asap.» Faucets; Lug ouus.aoe o—sooa ensue n use ya wanna up: u-ea as ea ne_. .3 up: no:—-> ~aeoucog un_guco.a-_9L ao—osuu ea au_e:ucoano o no: neaoc- once »- «Logan use no a—eaucon ao=p~> paconcua aa.—-coucoa ae.om»=o ea was «so upon u okuoon so: veaoc- once a. no: as. u_ou 33-» .2320; .33.. 5:. cynicafisu 3 au—csucaao u 2.9.... 7.2» an 9.333 «.3... 3 3 v3.3: 77— uo=_~> .aconcoa cocoon oFQoon veaaacouc: on so» «apnoew u «Luau: cu.) u~.;u.a5o upaou on» upon nos—as _aeoncoa ne’eu apnoea “as: see; o» “euucoae. u.». 0.0; u Loeoun¢_ noon - «.3 van «.0; "capes "sconce; fiaeuua ~oo» we. «cacao ape: o» vance: . u «cacao gu_z ace—s «on u—aou men u_ou slain no:_o> _~e0mcoa acuguo an vouqouuo nee was.” on ea caucus — apnoea o» manpoc ou o_n~ nu: as“ use“ u_ou . oueo.cuqxu «an; «emcee 5a.: ocean cu u_e=ucoqno — «cacao cu oaou.:==;au ca u:.u ou voucoz oucu.cuaxu amen p—n c.o;u o>.a u_=ogu oeoxeo>o uazu upon N vuuou_uou on ea aspen on» vogue: oueewconxo “no; uou ae_co_a vpao: a.;u u_um ~ oe.auuu canto on» “son. «toe cc... ou vogue; coul— mo=p~> pocomcma Idea oa coum. cu unease“ new: apnoea u_og — coeouu__ vooo - no: new u_ou . mo=_.> .o:0mcoa mue_ co; um.ucoxu ou mu¢e=ucoaao — apnoea veeuncauca new omacaoueo u_=ou as“ »_ou. mus—.> poconcag acoguo a; vaunouuo as ou uwuea: g o_aoon guvx xu.c: =..u apaou as» up»; «warms _ocomcoe uuzocm ..comcmq to. »u_e=uconno n apnoea to «quota «ence.“.v usage cc... o» voyeuz manpo> .oeomcma o_aoo veaumcuvea o» voumuc ugm u_mu — apnoea mo o:.neaamcouca League - uuucoz nip.— nuapa> .acOmcoa «Logan cu mun—o; on xuvcaaconao s canton come so no: oz" “an“ u_om "ma—as .ocomcon coca.» a» ocoaeom nausea «coacoso uagu upon n cucuuu_. econ . no: as” uuga up»; »~=_o> pacomcoa Lena“ on“ an vaunouua on ou ~L_mmo . panacea: pecan cacao o» sun—ac u—aox so: nonpas Facoucua cacao» . a. vouaauu- on o» uuueaz u “v.8 oz» song on a. o» noucaz un=~.> ..coucoa ...; oeao> Co gao«o..gn . a. a. «ecu u_um — «v.3 sea a» o—nop.->. on ou vegan: oucu.caaxo anon ...: veg no.4 “son. ocoe acne. o0 »u_eaucoqao _ cue».coqxo ac._oneaou e_~u ou Gouge: on... coca—cmnxo umoa see: c»: cu x—na. ca 59,.“ to; voucoz — uu_g nu“: near an vo>o_ 0cm 3523.8 32. 3.5—: 9.2.8: acetone? 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NNom loognnoNo o:N :N u:mooo noooN on: oN ooo:o: N u:N:gooN soognnoNo aNooo o» ooouooxu oNom ooooNzo:N aoognnoNu on: o» ANN:=ogoooo N on: oo m:N:gooN soognnoNo No: on ooo:oz N.N.N :oNooouooxo :o oooooo zo_g<:oogxo :o ooz¢ouuho NNooo oco :gooN N.Noo oucoNgooxo nooNoog: NooNNuogo o:N :NN: noNgm oo oEou o» ooo: o oco uNNnNNoog o o» 3oN> oNNnNNoooN o:n goon:ogh o-N-v nooNo> No:ongo: Non ou oNoo o:n No:3 NNooo oo N:o= o ooooNzoox nN:N xNooo o» oNoo on nooNo> Nocongo: :N o: ou ono:u o:n sogmogo o :N N nnoNo :N oo:gooN ooooNzo:N goo: xNooo oN ooocoz o-N.o omooNxo:N uNsoooo< noon-Nu :. :oNNoEgog:N NogoNo: oN oonooxm m Nuoogoo N oNoo: NoocgooN N No:: sogN :ogu N uNoou ou:oNgoaxo Nocongo: o:o ooooNxo:N uNsooou< NoooNoNocN nNuoNgo oNo:z o no NoN:=EEou N :oNuooooo NoNcoE:ou go» xNN:oogoo:o oeom n.N-o . oucoNgooxo nooNoog: nucNNooe :N :o a:Noo nN oo:: :o:: o» NagoNoz N NocoNnnoNogo . o:nogoooo: soognnoNo ooom no: N.N.o NNom oo:gooN o:n oo:3 NNooo oNoou o:n xo:x N oo:gooN ooo: N uo:3 NNoo< NoN.o . moou zoNN¢ouar Nooongoo no: on oNooo o:oeo>No>:N :o:: oo» oNog N ncoNuoaoNn :Noogoo :N oooNo>:N oou oo NNN:oogoooo nooNo> No:ongo: NNongo: ooooo ogoe :gooN oo NNN:oogoooo N NNongo: oaooo ogoe ooo o:NN oo ooo:o3 noaNo> No:ongoo ago: nN:o noonoo o:n NN oon oo NoNooogoooo N nonogoocN Nooongoo go: o:NN oo ooocoz oNnNnN nooNo> No:ongo: nag—u NoooNgNon on: oo o:oogooeN oNoo m nag—o NoooNgNon onNogoxo oo NoNcoogoooo nooNo> No:ongoo ANonN: oeNN omo:oe oo ooo:oz o Noe—o :o o:oo Ngox Ne Non oo oNoo o: N oNaoz nooNo> No:ongoo ou:oNgooxo 3o: :Nom oo NNN:oNgoooo . n oocoNgooxo go nooxo :Noogou ooxooN o:n oNou nooNo> Nooongoo ou:oNgooxo 2o: :Nom oo on:aogooou m NnoNuNNNoNn:oonog oooooNoo oo oNoo o: N oNooz . nooNo> No:ongoo ooh oooo o oo oo ooo:o: N :on oooo o o:Noo ooooo oogoon no: o:n nooNo> Nocongoo NosNN :moo:o o>o: o:n oNooz o Ana: Ngoo no: o:n oNou a.NuN nooNo> No:ongo: oNoNnooo no :ooe no :ogm oo ooo:o3 N ANNoooNgNon 3ogo oo ooooo: oaNnN oo:oNgooxo onoo AN:NooEn :og no:N:N oooNo: NN oNoN N oNNcougo co NNNNNoo o:: oo: o:n oNoN NaoNuon go oo:o=Ng:N ooooogoo Noog o: ocoz N.:oNo v Noooouon N NNNz ngo:oo go oocooNch :oa goooo: o oo oo NoNooogoooo N oucoNgooxo :Nou oo ooucoz . oo:oNgooxo No:ongoo oocooNgooo gNon ooooo: o:n oo:o oNog o oo:ooNg:ou gNon :Noa oN ooooo: NnNuN oo:oNgooxo Nno: oNQono :o ooooo: ngo::o oNog o gooooN o o: oNoou o:n oNog oucoNgooxo onoo ngooooN :NNz :goz oN ANN::Ngoooo N onNoN no onNNoo o:» oo: o:n oNoo oocoNgooxo onoo :oNooogo:xo go ogNo o:o no: o:n oNog N ocNooNn :N Non o oNoN nooNo> Nocongo: ono: go: oogo oo ooo:oz N cocooNg:ou gNon :oooco ooo: o.:oN: oucoNgooxo ono: oaogo o:o oNo: oN onooooo o:oNooggo o: oo noNNN N noucoEgoggoo o: oon oo oooooz ouooNgooxo ono: onNg:u o:oooo :oN: o:o o: oo nogNnoo N :Nzogo NoooNgNon oogNooo ngo:oo go oo:ooNg:N saga ngo:oo oNo: o:o :ogm oo gNN:oNgoooo N aNNo:ongoo zogo oo ooooo: oo:oNgooxo onoo o noon :oNx o>NN o:o No>ogo o: xNNcoogoooo N No>ogo o» uoocoz o-N-N case-Loan. van; a:- nooNo> Nocongoo oNaoo No no30gm :N a: ocoon oN uNoggo no; o:m N cocoa—Neon NNon go: aoNo>ov oo ooooz nooNo> Nocongoo oNNN go: so ago: ooouNchoNn o o: oo oou ooo:o3 N ANNooNNgNon zogo oo ooocoz nooNo> Nooongog ngo:oo o: oNoono :o o: oo oooooz N Ngo:oooo o>NNooggo :o o: N oNoou nooNo> No:ongoo noNNNNNoo go: on: o: noNoN:oNgoooo N noNoNNNoo go: ooNg o» oooooz m-N.N nooNo> Nooongoo o:oogoNoo: :oNonNg:u.:o: oo ooo oooooooo:N oNoo N no.: o:o oNo: oo x:ogoz Noog o.:oNo nooNo> Nocongo: ngo:oo gog Noooe o o: oo NNN::Ngoooo v eoNunNg:u uo:nNNoo o o: oo oooco: o:n voNcN nooNo> Nooongoo :ogm oo N:oNgooeN nN NN oo:N oNoo N oocoNgooxo ochogm oo: oo nN:N oooco: n.N-N nooNo> Nocongo: go:uoooo oeNN ocoon oo ooooo: oNoooo No:N oNog N oovoo: :o:3 osNo go: ooNa oo m:NNNNx no: o:n ago:No go oooooNg:N go: :moog:o ogoN o:N o:Ng o: ngo:oo ooo:oz N. ooooNoNo noon o oo: o:n oo:o oNoo ooooNgooxo Nno: ogoN o:o :. xogm ngo:oo oNo: oNoou o:n oNog N ooNuNNooa oN:ngooooN ooNo>oo oo ooo:o: NuNnN nooNo> Nocongo: Ngox go: oo ocoogoosN nN oooooNgooo gNon oNog o ouoooNgooo gNon :Noo oo oooo: . ngo:No go oo:ooNg:N No3 o>NoNnnoo o :N Egoggoo o: xNN::Ngoooo o now ooou o oo oo oooco: oocoNgooxo Nnoo oa oNoNog uNoou o:n No:3 zooN oN voo:oz N oucoNgooxo :Nom oN voocoz nooNo> No:ongog ANNooNNgNon xogm oo ooo:oz N :oNoN NoaoNgNon Nooongoo go: :ooooo oo ooocoz N-N-N zoNoopooggo go ooxoon zoggogoooxo go oozogooazg ggNwmmsz nonzoono: goooog¢owuhwo zxuths mo zoNh No:ongo: nooNo> No:ongoo oucoNgooxo Nno: oocoNgooxo Nno: oocoNgooxo onoo nooNo> No:ongoo nooNo> Nocongoo ngo:No go ouoooNgoN ngo:uo go oooooNg:N oueoNgoAxo unoa u:o nooNo> Nooongog nos—o» Nocongo: a:- noaNo> Nooongo: oucoNgooxo ono: oocoNgooxo Nno: oucoNgooxo Nno: nooNoo Nocongoo oucoNgooxo Nno: oocoNgooxo ono: oocoNgooxo Nnoo ou:oNgooxo ono: oucoNgooxo Nnoo ngo:oo go ou:ooNg:N nooNoo No:oogo: o:o oocoNgooxo ooog ooN oooo . oo oo .oooa oo:oooog:o-:o: Noog o» oou:o2 ooNoonN- :ogg :gooN oo Nog:oogoooo oou :oN: oN:n3oNNog gonoNo nogNno: Naggoog nN No: :ogo oo nogNnoo oocoNgooxo NooNooogo :Nom oN NoN:oogoo:o hon o» oo:: xo:: o:o oogooogo goNNo: o: o» :oNnnogoxo oogg 3oNNo oo no:o: oo:ooNg:ou gNon nNooN ngo:oo :N nnoconNog nooo: .3ogu oo EN: gog o:oogooeg n.oN nNoog NNonNN :N :oNoooooo :o nN ou:oNgooxo oNog ou:ooNg:oo gNon go ooNo o>o: N.:noo: oocoNgooxo NooNouogo :Nom o: on:oNgoooo :oNunoac gNo:o goznco oN o:ooEon ooo: No:o NNog :N uNg onus o: o:o ocoogooeN nN NN nNoog Non noNoNgoNgo oom o: oooz nooogu gog go:ooooo nN o:.:oxgo>o ogon oNo: no.g oogz :oaoo :. :oow oNoozn o: oNog oocoNgooxo NooNouogo :No oN NoNcoogoooo ngo:oo :N o. oNgoo o: ou:oogg:oo o>o: onoz :ongoo oNoNn:oonog ogoe o o: oo nocoz ogNN n.: :N NooogooeN nN NNooooxnom noNoNoNe sogg :gooN oo NoNcoogoooo noN: oNo: oN NNN:=Ngoooo puny-ounwvnwmnmdNNflNNn'flN—O'n'NGflNHNu-ONN. ocNNNog go goog oocooNgcoo :Noo oo ooocou oo:oNgooxo :Nou oo ooo:o2 ooNoNNNaNn:oonog :Noo ooo :ogo oo ooN:o3 . nooogo: oco Noggoog nNoog oucooNg:ou :Noo on no:oz nooooo ooogoggNo gog nNoNgoooe ooNoooo oo noooz noogu o:o ooo:Neoo oo N:oz oo: noo: oc._..g go ogogg. no: gNonuN: o: oo ocoogooeN n.oN nNoog NoNocouo: o:n gNoneN: ooooo ogoe :gooN oo oooooz . oo:oNgooxo :ooog:o :gooN oo oooco: ou:ooNg:oo gNon :.oo oo ANN:oNgoooo . oo:oNgooxo :Nou oN ooo:o3 NNNoaogg.on no_o g_o: 0: ooocox AgonNcgs oocN NNg oN ooooxu o:NEon:oo oeNo nN AgonNch Nooogg nocgoo oo N ...: oNoooo :oNz ochgox ouooNgooxo :Nou noogo o ocNoooN ou:oNgooxo :Noo oo:ooNg:oo gNon :Noo oo ooooz ANNNNogncoonog :gooN oo ooocoz Npoauouuon go.) uoNNg:ou o» NgNnN:NE uco: u.:oNo oocoNgooxo NooNouogo :Nou oo onooogoooo «NoNaN cN-NoN NNoNoN oNnuuN nNoNoN ooNN :oNz ochgoz oocoNgooxo :Noo oo oooco: oNuNcN oucoNgooxo Noon goauo: oNoN:No oN :oNnNN oNaoz noNx NNog IN: nNo: oNaoz oucoNgooxo nogoon NNog nooNo> Nocongoo . goooo: noN: ocoongoo:o oo NNN:oogoooo noNx :oNx ooNNgoz oucoNgooxo :Nom oN ooN:o: ”N-N.N oucoNgooxo oooo NooNouogo oNon o:o oxos oo ooocoz nocN:uoou NooNNnNN oNoNog oN oncoogoooo nooNo> Nocongoo oeNo ongNg o:N o:n.g nm:N:o oo oo ooN:o2 ocNNNog go oNoggo no: nooNo> Nocongo: ncoNooNoooxo o: no ogonooe oo ooo:o: oocoNgooxo :Nom oo ooocoz oocoNgooxo eoognnoNu nonnocxoox :o Ngoz o» ooooz nonno:Noox o:o n:oo:ogon ocgg oN ooocoz ngo:No go oocooNg:N oucooNgcoo ogoe go: o>Nm oNoo; oN oNog oocoNgooxo :Noo oo oooooz NNoNoN noaNo> Nooongoo ooNnooo ooonog ogoe :oos oNog ngooo go ooo mogxgoz ooxofiou nooNoo Nocongoo :NN: ochgox oNoooo oo NN oozo o:n oNog non oooo o oo oo ooocoz nooNo> Nocongo: :oN go: oNo: oNooz oo:ooNg:oo oNog oo:ooNg:ou voNuoN o:n oNog noaNo> Nooongo: ogo:oo o» oooNog oN goNnoo o: oNooz oN nNoog gNongo: ooooo ogoe :gooN oo ooocoz NNuNoN ongogoogNo go oooooo zo:gNouupuo zxwkzNo no zoNb Nocongog NeoEQoNoooo googou ooooNzocx oNsoooo< ooooNxoc: oNeoooo< ooooNzo:: oNEoooo< nooNo> Nocongo: nooNo> Nocongo: osteanog o :95: 3 3 no 2:... 28.. at: rmo :ooz :oNog ogo:n o ooNN oNoo:n :oNonNg: N Nooon zoo o :. :oNog g: ogo:n o oggN N :o No. on N :ou No:N:Nogo us go nnooooNouoggo oo noogoonog o:Ng oo ogo:2 :o:: on: oooo anon No: .oooNNo oo oNo: oNoNnnoo ono: o goooN :on o gog o:nogoxoo: ooo o>NNooggo o: onos .oooooooo:N o: oo o:oz o.:o oogouoggo o: onus .oooooooocN o: oo ocoz N.:oa gaggooos o gaNNNoNn:oonog o: :oooo NNN: ooooNgooxu noNoNNNoNnooonog ooN :ogo :oNog ooogooooN «.... Noo:o ogo:n oo oNoo o: N NNN: - nooNoo :oNonNg:u :oaoco oogooogo o: oo: o:n.3 N oNoggo NNuN- nougaonog on: ou ANN—N:< oNoNnnoo no oooNoNggo no o: oN oo:oNgooxo NooNooog: NNnNu NnooooNnog go nEoNoog: NooNnN:o oNo:o: N :ou ncoNoooo: Nn:oNNo=NNn :oooo oNooo: N :ou oN.N. N N N o N N N N ou:ooNg:N NNNEog :Ngoz :xo oon .o:oo Noo nch:o oon oo noNN: N nNNan No:oNoo~N:omgo on: oocoNgooxo Nno: :on gog :oNoogooogo .o:oo:oooo:N o: oo nooo: N oocoNgooxo :go: :N oo:oo:oooo:N gog :oNoogooogg oocoNgooxo Nno: onouogo N:o5noNo>oougNom N nonno:Nooz oco n:Nm:ogNn NnoN oN ooco:u oocoNgooxo ooo: aNo:oo:oooo:N ogos :nNNoeoooo oo goNnoN o :oNooNN:oogo o:o NNNNNoNn:oonog :Noo oo oooo:o < ooN-n ngo:oo go oocooNg:N ago:oo oNo: gNooNoooggo :oo N ogogo: ono:o :gooN N nonno:xooz oco n:oo:ogon as :gooN oo oooz oocoNgooxo ono: :on o oocN o:Nom :o:: oNo: NNNz N oo:oNgooxo NooNNuogo oooz ooNun ooNouoongoo NooNNoNo ngo:oo oNo: o:o oo:ooNg:N NNN: nooNooo NE om N ago: A: :NN: :uNog as ooogooN:N oo onNNo< ogo:uo go ooeoaNch o:o oocoNgooxo ono: goo:ooo:o N nooNooooNn o:o oNooo: :oo N om N . ooo: N noNoNNNoo o ooogo ouo ooooo ogo: :gooN Nooo Nocongo: oo oo oooz N :goz go ooxo o:N oN noooNom N Naogo No:oNooso\NomoN g: :oooa \3 oocoNgooxo :Noo NoN-N noNoNNNoo Nogoooz aNo>NNooggo ooooNooegoo :oo N on N oN:ngooooN gog oooz ooooNgooxo ono: nooNonEo:o goNoo ngo:oo oNo: :oo N on N noNNNoNNoo o:NoN:oogo ooo: No:ongo: ogNN a: go ooog o:N oN ocgoo o: NN.N N oNoooo oco :gox .m:Nooon o:o Nonco oN ocox N oo:oNgooxo onoo so:o :No: o:o ocoongoo:a :oo N om N nNNooo :o.) o:NNgoz oocoNgooxo goooogo o :Noo oo:oNgooxo Nno: ngo:No oNo: NNN: oocooNg:oo-gNon x: N oo:ooNgcoo-gNon :xo as m:NoNNao nooNo> No:ongo: NNNo:oNnnogogo zogm o: oNo: NNNz N ANNNNoNn:oonog ogoe m:NNo:o: :N oocoNgooxo oooz oaNan nooNo> No:omgo: NooNono: :N oNN:z ngoog :oonoN :ogoNN:o oNo: N nocooo ogooog Nog noNooNx:o oco ngoog o:N:onnoN oogoooN n.ogoN ngo:oo oNo: o» NooENNgooo :oNNnNg:N N ngo:oo o:NoNo: No:oe:nNNo:oouo go oncon o oooz nooNo> Nooongog Nagor go o:N: nN:N oo ogNN Ne NNsooo N oNoo:m N noN: :NNx o:NNgoz oocoNgooxo ogoe :Noo m.Nan ooooNgooxo onog ucNoNo: ogogo: NoNN:onno nN o:o&o>ogoeN-gNom N nonno:Noo: o:o n:oo:ogon ooo ocgg oo oooz nooNo> Nooongo: :o goNoN gog ogooogo go :oNooo. o ooo N oucoNgooxo NooNooogo nocoz ocNan ooNouoongoo NooNNoNo no:N:o NoNgoooc :o:o ogoe goggo oo noco: N NN:ooo onNg:u ogo:n oo oNoo o: o» o>NNuoongoo NooNNon :oNo :oNNnNg:u o ooo: oNooo: N ago: :uNr :NNog :oNonNg:u ooogooooN o» :o: :gooN ooooNzocN oNsoooo< :ongoo o no goooogo:o ooNo>oo onox N nonnocxooz oco n:No:ogon a: :gooN ooooNzo:N oNEoooo< :3: go: ooNoooo o: googo :N nocNoozoN> Nooe oooz m No.oNoooo N go N :o:» ogosv nN:No:2oN> go:oo :Noo NuNon gNoo oco oaooNxo:: oNEoooo< oNogoNn:on :NN: no:oNNo :ooogooo oo oN:o o: Nos: N nooNNoNon oNoNnnoo :N Noog om . gNon o:o ANNEog :ooo ago> o: oo ocoogooeN N ooNoooongoo Ngooo sogg no>NN No :ooN oN oNoo ucNoo :NNog Nooongo: u:N>No go o:o oono o: oo ooo: go: NNNgNog oN N o>Noooggo o: onoz NNNon nooNo> Nocongog NNo; :on egoggoo oo oco: N AoNNNogn:oonog o:NNo:o: ooo o>NooNoN:N ooNooN ooNuooongoo NooNN:Nm ngo:No ocoggo oN ocoz o.:oo N N NANNoNNNn:onN :oNNnNg:u o no nnogoo oeoo N :o: nooNo> Nocongo: ngo:oo oNo: oo :goz :N gNonxe go ogon o: onoz N sooono-gNon ooo oooo:oo-gNon ooou o:NooNo>oo. N.Nun moo: zoNN«oouhcu oNzNINONN>No zaNNzNa go zoNNNo gNonNs o:Ng noeNoosom N aooonog go ooaogooo :N oo:oNo: gooogo :Noo:No: no..Nog, No:ongo: :go: NoNoom oo:N oNg N ogo:3 2o:N NN.N on N .no:oNoo o:o noNoNNNoo .nogNo gs oocg o:oNn:N NNuN-n ooNouoongo: NooNNnNo :oNonNg:u oogo o o: oo n:ooe oN oo:x 3o:m N oo:oNgooxo Mg:u :oaog:o :oNog as :o:oo:ogom oNaN-n . gNom oNo: oo oNoo ogoe o: NNN: o: .o:N:gooN eogg N :on eogg u:N:gooN no:oNgg .gNon .oo:oNgooxo ono: o:No:o:oon :oNonNg:u go onoooo: o:oogooeN N :o« ooom o o:Noo gNom :oxogo gog o:oogooeN N ogNN ::o oo :oNoooNNooo Nooongoo ogo: mN-Non oo:oNgooxo ooog ngo:oo ucNoooongooco gog oooz N noocogoggNo oNooNgNNnaa oooNoogooo :ou :oxogo Nooongog o:oogooeN sooono-gNom o oonooo oo: oco oono o: oo ooo: oocoNgooxo Nno: xogo oo No: onoo nN ngo:oo :NN: mcgNooo N ngo:oo o» oo :ooo .:ozogo NoooNgNon as ooNo>oo . ouooNzoox uNEoooo< gNongooN o:oongoo:o ooo oNooon o: oo o:oogooeN N ooouooungNon o:NooNo>oo .gNon :o o:oNn:N anN-n noaNo> o:ongog NNNNNogn:oonog oNo:o: oo 3o: :gooN on:: N N.NN:No:oonog oooooo NNN: .ochos-:oNnNooo oo oooo ou:oNgo xo onog oocNom ooooNzo:N o:Nn: N nNNNNn o:N:os-:oNnNooo o:NooNo>oo nNrNon zoNNwo zauNzNo go zoNN No:ongo: nooNoo No:ongoo ooo oocoNgooxo onog nooNo> No:ongog ouco Ngunxo anon noo:ooo gooogo zoo: o.:ogo o: oo:o oNog :go: n.ooo oo oo ANNooogoooo oaooo :oNx noN:n:oNooNog ooogoeN oo moNooogoooo ago: n.ooo oo oo ogNnoo o oo: oNNNNo ooooo: zoo: o.:oNo o: No:o NNog ooo:oNgooxo:N no: o: oo:o NNog NoncooNgcoo gNon go NooN gs oeougooo N oNoou oucoNgooxo :Noo oo ooo:oz o N N N 8: 3: E oozgooog :1 : :3 o 335... no: 3 9.2.3 nos 2: $3 nooNoo No:ongog noNN oo oN:ono :o o: oo NNN:=Ngoooo N oNo: oo u:NNNNz no: o:n oo:u NNog noaNo> Nocoagoo ago oocoNgooxo onog ooNuNNNoo o:o oo:ooNg:ou oNNo: oo NNN:oNgoooo N nocNNooe choooN ooooNgooxo :Nou nooNoo No:ongog go: oN o:oogooeN nN :Nzogo NoooNgNom N NNNoaoNgNon :ogo oo oooco: oocoNgooxo Nnog .oooN oN ogoooe ogoe o: Nnoe o:n oo:o NNog N Nngo:No oN ou:ooNoo o>Na N oNoou oocoNgooxo onoo o:oogoosN :ozogo No:ongoo o:o :ozogo NoooNgNom N :oxogm Nocongoo ou:oNgooxo oo ooo:o: . ago:uo sogg oucooNg:N ou:oNgooxo :NNx ocN:gooN oNe oN ANN:oogoooo N suaoa :uNt oucoNgooxo NouNooogo :Nom o» oooco: ouNcN nooNo> No:ongog :8 :33 oNooogogEoo o: 3 ocoogooeg n. 2 2o: N oooocoo :3 go: 5 ogooon no: o:n oo:o NNog nooNoo Nocongog o>oN oco oooonog ngo:oo :goo oo NNNcoNgoooo N NNo: vNoo: n:oo:ogoo ANNNo:ongoo go: oo:N NNog NoNuN noaNo> Nocongoo nN:oNoN go: on: o» NNNcoogoooo v o>NNoogu o: oNoou o:n uo:u NNog nooNo> Nocongoo N:oENNN:=ao go: o:N::oNoo o: ANN:aNgoooo o axon—:Na oo u:oENNNEEou as o:NEooo o» oe oooNo: wooNo> No:ongo: noNNNgoNgo go: :nNNooono oo oooooz o noNoNNNoNn:oonog x2 NNo oNoco: oo oNoo o: N oNooz nooNo> No:ongo: osNo go: NNENN onoe o:n oo:o oNog n NNgNnN:Ns Ne gog oeNN :oooco o>o: N NNN: woaNoo Nocongog oo:oNgooxo :Noo ooxNNcoNgoooo n ooogm o choooN oucoNgooxo :Noo onNoN gNon we. ago:oo go oucooNch NcoogoosN nN nN:N Nozo NNog N Nuoo cN :NNog Ne ogo:n oN oN:o o: N vNaox ogo:oo go oocooNg:N Nognnoooon o: o» ooo:o3 N N:oNoNnoo as oNoco: oN oNoo o: N oNooz gNom m:NNNoo ogNN o:Ng oo oncoogoooo N ooogm :oaoa a:NoooN oo:oNgooxo :Nou nooNo> Nooongog ouo :NNz ooxgo; 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